3

GRADE
Teacher’s Edition
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GRADE

3
VOLUME 1
 Welcome
to Florida’s B.E.S.T. Go Math!
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A

CHAPTER 2

Name Lesson 11
Florida’s B.E.S.T.
Solve Multi-Step Problems Using ● Algebraic Reasoning 4.AR.1.1

Equations ● Number Sense & Operations 4.NSO.2.3,

4.NSO.2.1
● Mathematical Thinking & Reasoning
MTR.2.1, MTR.3.1, MTR.4.1, MTR.5.1
I Can solve real-world multi-step problems using
multiplication, addition, and subtraction.

UNLOCK the Problem W Real

orld
> Lesson 1 Add or
Chris’s computer has 3 hard drives with 64 gigabytes of space each, and
Subtract Parts of a
2 hard drives with 16 gigabytes of space each. The files on his computer use
78 gigabytes of space. How much hard drive space does his computer have left?
Whole

Use multiple single-step equations. > Engage: Add or

Subtract Parts of a
STEP 1 Find how much hard drive space is on 3 hard drives with
Whole
64 gigabytes of space each.
3 × 64 = n > Explore: Add or
64 64 64 3 hard drives with 64 gigabytes.
_
192 = n Subtract Parts of a
n Total space on 3 hard drives with 64 gigabytes. Whole
STEP 2 Find how much hard drive space is on 2 hard drives with
> Explain: Add or
16 gigabytes of space.
Subtract Parts of a
2 × 16 = p
16 16 2 hard drives with 16 gigabytes. Whole
_
32 = p
p Total space on 2 hard drives with 16 gigabytes. > Elaborate: Add or
Subtract Parts of a
STEP 3 Find the total hard drive space on the computer.
Whole
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton Mifflin Harcourt

Total space on Total space on

64-gigabyte 16-gigabyte 192 + 32 = a
hard drives. hard drives. > Evaluate: Add or
_
224 = a
Subtract Parts of a
192 32 Whole
DO NOT EDIT--Changes must be made through “File info”
a Total hard drive space on computer.
CorrectionKey=FL-A
STEP 4 The files use 78 gigabytes of space. Find how much hard
drive space the computer has left.
224 − 78 = y
space left space used
_
146 = y
Launch Into
y 78 Math
Launch Into
4
224 Total space on the computer.

146 gigabytes of hard drive space left on his computer.

So, Chris has _
Measuring The Interactive
the Center
Go Online For more help Chapter 2 • Lesson 11 99
Manatees
Student Edition . . .
4_mflese661054_c02l11.indd 99
Manatees are large, gentle animals that are
31/03/21 4:23 AM
sometimes called “sea cows.” They are the
is structured to assist students in
All students . . . navigating through their lesson
official marine mammal of Florida.

From November to March, manatees visit

Up the Lazy River
assignments. Students start their
Florida’s natural springs. For the rest of the
will see themselves and the year, they swim freely around the Gulf Coast. • Manatees are lazy and spend half their
day sleeping. When they come to the

assigned lesson and are prompted at

Manatees live in both saltwater and surface to breath, they don’t bother
possibilities for their future freshwater. They eat up to 110 pounds of
seagrass, weeds, and algae per day.
to wake up.
• Most manatees live to be about 40.

success in the materials used as Manatee sanctuaries provide a safe area

The oldest known manatee, Snooty,
lived to the age of 69.
completion to review assignment boards
where manatees can live without being
or to check in with you. Interactive
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Andrew Pearson/Alamy, (b) ©Phil Lowe/Adobe Stock

• Manatees are related to elephants.

part of instruction. You will see disturbed by boats or people. There
are currently 6,500 manatees left in the • Manatees eat more than one-tenth of
southeastern United States. their weight in food every day.

questions that foster a growth lessons include animations, learning

mindset and help students reflect Three Reads
First, read to understand the situation.
pathways, and appropriate intervention
on the math taught in the lesson.
Next, read to understand the math.
Then, read to ask what mathematical Time
Number of
Manatees
options to encourage high engagement
with students.
questions could be asked about the 9:00 3
situation.
10:00 5
Manatees like to gather at a certain 11:00 5
small pool in Crystal River Preserve. The 12:00 7
ranger at the park recorded the following 1:00 3
numbers of manatees in the canal once 2:00 2
an hour for 8 hours, starting at 9:00 A.M.
3:00 5
9:00: 3 10:00: 5 11:00: 5 12:00: 7 4:00 2
1:00: 3 2:00: 2 3:00: 5 4:00: 2

Launch Into Measuring the Center 701

4_mflese661061_li04.indd 701 07/04/21 8:37 PM

Launch Into lessons . . .

are designed for exploration and collaboration
among students for each grade’s areas of emphasis.
Look for these activities to occur multiple times per
year, with Florida-specific contexts to engage your
students.

T2 Florida’s B.E.S.T. Go Math! Grade 3

 Bring the wonder of math . . .
to your students through this program designed to help you, as a teacher, empower your
students to become mathematicians through engaging activities and thought-provoking
exploration of math in authentic Floridian contexts.

How can I ensure my

students are engaged with the
Mathematical Thinking and
How am I Reasoning Standards?
supported as an
educator?
How do I ensure
my students
have the
flexibility to
show what they
know?
The Go Math! lesson design
HISPANIC FEMALE

integrates the B.E.S.T.

CAUCASIAN MALE
Go Math! supports you as an educator to Mathematical Thinking and
implement Florida’s B.E.S.T. Standards for Reasoning Standards throughout
Mathematics with teacher-to-teacher notes, the Student and Teacher Editions. The Go AA MALE program is designed to
Math!
Teacher’s Corner, and other professional An MTR Rubric allows students to allow flexibility to solve problems using
supports. Using these supports with Go track their own learning appropriate methods and strategies
Math!, you can meet the needs of each progression towards meeting the through discovery. The program supports
individual student. MTR Standards. the intentional design of the Florida

• Standards Helper, a resource document • MTR An MTR icon indicates

B.E.S.T Standards to include a balance
among conceptual understanding,
organized by benchmark to easily see where in a lesson an MTR
procedural fluency, and the application of
lessons, resources, and commons errors standard is addressed.
real-world context.
for student learning.
• A Mathematical Thinking
•
• Launch Into Math, a lesson with and Reasoning rubric gives
Teachers have the flexibility of
multi-grade access on Ed to provide
engaging content that introduces new students regular opportunities
prerequisite or challenge resources
concepts and aligns with Florida's B.E.S.T. for reflection and
for students.
areas of emphasis. self-evaluation.

• Teacher’s Corner, an online and • Students have access to a range of

tools and resources to model their
interactive resource center for
thinking.
professional support specific to Go
Math!, as well as other research-based • Support for multilingual learners is
supports. included throughout the program.

Connect your expertise to

the Florida's B.E.S.T. Standards . . .

Welcome to Florida's B.E.S.T. Go Math!   T3

Program Authors

Juli K. Dixon, PhD

Edward B. Burger, PhD

Juli K. Dixon, PhD, is a professor Thomasenia Lott Adams, PhD
of mathematics education at the
Edward B. Burger, PhD, University of Central Florida (UCF).
is President & CEO of St. David’s She has taught mathematics in Thomasenia Lott Adams, PhD,
Foundation and President Emeritus urban schools at the elementary, is a mathematics teacher
& Professor Emeritus of middle, secondary, and post- educator/researcher in the School
Mathematics at Southwestern secondary levels. Dr. Dixon has of Teaching & Learning and the
University in Georgetown, Texas. delivered keynotes and other Associate Dean of Research (ADR)
He has authored or coauthored presentations throughout the in the College of Education at the
numerous articles, books, and United States. Key areas of focus University of Florida (UF),
video series; delivered many are deepening teachers’ content Gainesville, FL. Dr. Adams is
addresses and workshops knowledge and communicating co-author of the Making Sense of
throughout the world; and made and justifying mathematical ideas. Mathematics for Teaching series
many radio and television You can find her on social media at (Solution Tree) and Associate
appearances. @TheStrokeOfLuck. Editor of Mathematics Teacher:
Learning and Teaching PreK-12
(NCTM).

T4 Florida’s B.E.S.T. Go Math! Grade 3

 Program Contributors
and Consultants

Contributor
Rena Petrello
Professor, Mathematics
Moorpark College
Moorpark, CA

English Language
Learners Consultant
Matthew R. Larson, PhD Elizabeth Jiménez
CEO, GEMAS Consulting
Professional Expert on English
Learner Education
Matthew R. Larson, PhD, is the Bilingual Education and
associate superintendent for Dual Language
instruction at Lincoln Public Schools Pomona, California
(Nebraska). A prolific speaker and
writer, he is the coauthor of more
than a dozen professional books. He
Consultant
was a member of the writing teams Valerie Johse
Math Consultant
for the major publications Principles
Houston, Texas
to Actions: Ensuring Mathematical
Success for All (2014) and Catalyzing
Change in High School Mathematics:
Initiating Critical Conversations
(2018). Key areas of focus include
access and equity and effective
stakeholder communication. He has
taught mathematics at the
secondary and college levels. You
can find him on social media at
@mlarson_math.

Program Authors and Consultants   T5

ABOUT THE STANDARDS

Learning Progression and Florida’s

B.E.S.T. Standards
Lesson Design to Build Standards Mastery
Florida’s B.E.S.T. Go Math! builds mastery of Florida's B.E.S.T. Standards for all content strands
and provides a focused approach to developing students’ mathematical understanding,
procedural skills, and fluency. An emphasis is placed on making connections between
concepts and skills as children move through a carefully-sequenced learning experience.

Building Procedural Mastery with the 5E Model

Every Florida’s B.E.S.T. Go Math! lesson follows the same lesson design based on the 5E
model of instruction.

Whole Group Small and Whole Group Small Group Whole Group
Engage Explore Explain Elaborate
The real-world problem
Spark students curiosity In Explore, students build In Explain, students apply solving in Elaborate gives
with Engage to connect an understanding of new their new knowledge of students the opportunity
prior knowledge to new concepts through discovery the lesson's mathematical to develop a deeper
mathematical content. and make sense of concepts using Share and understanding of lesson
procedure using Investigate Show and On Your Own concepts by practicing
or Unlock the Problem. problems, increasing their different solution methods.
conceptual understanding
Math Talk questions
as they build towards
provide entry points for
procedural reliability. Evaluate
mathematical discourse
Students summarize their
that explores the new Teachers can assess
thinking in Evaluate by
concepts learned. differentiation needs,
connecting the I Can
providing support with
statement to the lesson
supplemental activities and
objective. Practice and
materials for Intervention,
Homework problems
Language Support, and
support students’ newly-
Enrichment.
learned lesson skills in their
progression towards
procedural fluency and
automaticity.
Image Credit: © HMH

T6 Florida’s B.E.S.T. Go Math! Grade 3

 ABOUT THE STANDARDS

Learning Tasks to Guide Instruction

Florida's B.E.S.T. Go Math! lesson design supports standards-driven instruction.

Promoting Exploration Becoming More Efficient

The Listen and Draw and Unlock the Problem tasks are carefully The Share and Show tasks provide more opportunities for
crafted to promote reasoning and problem solving. Students can students to understand lesson concepts. Teachers can use the
solve these puzzles using different strategies. These low-floor/ Quick Check to see if students are ready to go on, or determine
high-ceiling tasks give every student an entry point to be how best to differentiate instruction. Teachers can assign the
successful and build understanding. Each chapter is full of real- On Your Own problems to independently build fluency once
world situations. students understand the lesson’s concepts.

During these low floor/high ceiling tasks, students use their prior
learning and choose manipulatives and models. Teachers provide
Building Procedural Fluency
just-in-time support, helping students engage in meaningful The Problem Solving lesson tasks include real-world problems to
discourse to persevere when solving problems. Teachers lead the promote procedural understanding and fluency. Teachers help
class to shared understanding in a student-centered environment, students understand why the procedures are efficient and how
using the Math Talk feature to generate discussion. they can be applied to solve similar problem types. Then, using
the Practice and Homework helps students continue to build
procedural fluency.

DO NOT EDIT--C
CorrectionKey hanges must be made through
=FL-B “File info”

Launch Into Math Lessons Launch Into

3
Math
Launch Into
Fractions
for Florida Classrooms Berry Beauti
ful!
The Florida Str
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celebrate the loc to
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l has exhibits,
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How do I address the try shortcakes,
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areas of emphasis for Launch Into

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strawberries.
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Florida grows more oranges than any e Americans
strawberries ate
other state in America. Most orange in corn bread
.
juice is made from Florida oranges. Three Read • The straw
s berry is in the
Credits: (top, inset)

plant family sam e

First, listen to as the rose.
When oranges are ripe, they are the problem.
math story ab What is the
picked and sent to a packing house. out?
Company • Image

Oranges are graded on their color, Next, read the

problem aloud
shape, age, and freedom from defects. class. How mi with your
ght numbers
be used?
Then, read the
Harcourt Publishing

Most oranges are made into juice but problem with

What math qu a partner.
the most perfect oranges are reserved More About est Oranges
ions can you
the problem? ask about
for gift boxes, which are sent all over • Oranges were first grown in China.
© Houghton Mifflin

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received a box of Florida oranges? strawberin

ry the
pie for
oranges world.
dessert.
people who wil There are 4
The word “orange”l eat the
referred
pie. to a
Each grade’s lessons are interspersed
HISPANIC FEMALE with
•
color first. The fruit was named
after the color.
Three Reads
Launch Into lessons that are directly related First, listen to the problem. What is Launch Into
Fractions 571
to Florida’s B.E.S.T. Standards areas of the math story about? 3_mflese661047_li
03.indd 571

Next, read the problem aloud with

emphasis. The Launch Into lessons help you your class. How might numbers
be used?
02/09/21 10:13
PM

to highlight these important areas, and Then, read the problem with a partner.
What math questions can you ask

include supports to help you understand how about the problem?

Izzy’s family is sending a box of Florida

Florida’s B.E.S.T. Go Math! program content oranges to his grandma. The box is
packed so there are the same number
addresses the related standards. of oranges in each row. The gift box
contains 24 oranges.

Launch Into Multiplication 125

3_mflese661030_li02.indd 125 12/07/21 10:49 PM

About the Standards T7

ABOUT THE STANDARDS

Scope and Sequence Matrix

This Scope & Sequence for Grades K-5 is organized by the Florida’s B.E.S.T. Domains, and
provides the Standard in the first column followed by a skill topic in the second column.
The rows are ordered in the sequence the benchmarks are addressed in the Florida's
B.E.S.T. Go Math! program.

Use this Scope and Sequence in conjunction with the grade-level Correlations and
Pacing Guides for year-long curriculum planning.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade5

NUMBER SENSE AND OPERATIONS (NSO) • Standard Topic

MA.K.NSO.1 Develop an understanding for counting Count and ● ● ● ● ●

using objects in a set. understand
place value.
MA.K.NSO.2 Recite number names sequentially within
100 and develop an understanding for place value.
MA.1.NSO.1 Extend counting sequences and understand
the place value of two-digit numbers.
MA.2.NSO.1 Understand the place value of three-digit
numbers.
MA.3.NSO.1 Understand the place value of four-digit
numbers.
MA.4.NSO.1 Understand place value for multi-digit
numbers.

MA.1.NSO.1 Extend counting sequences and understand Generate and ●

the place value of two-digit numbers. analyze patterns.

MA.K.NSO.2 Recite number names sequentially within Compare and ● ● ● ●

100 and develop an understanding for place value. order whole
numbers.
MA.1.NSO.1 Extend counting sequences and understand
the place value of two-digit numbers.
MA.2.NSO.1 Understand the place value of three-digit
numbers.
MA.4.NSO.1 Understand place value for multi-digit
numbers.

MA.K.NSO.3 Develop an understanding of addition and Solve problems ●

subtraction operations with one-digit whole numbers. using addition
and subtraction.

MA.K.NSO.3 Develop an understanding of addition and Add and subtract ● ● ● ●

subtraction operations with one-digit whole numbers. using place
value.
MA.1.NSO.2 Develop an understanding of addition and
subtraction operations with one- and two-digit numbers.
MA.2.NSO.2 Add and subtract two- and three-digit
whole numbers.

T8 Florida’s B.E.S.T. Go Math! Grade 3

 ABOUT THE STANDARDS

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

NUMBER SENSE AND OPERATIONS • Standard Topic

MA.3.NSO.2 Add and subtract multi-digit whole Multiply and ● ● ●

numbers. Build an understanding of multiplication and divide whole
division operations. numbers.
MA.4.NSO.2 Build an understanding of operations with
multi-digit numbers including decimals.
MA.5.NSO.2 Add, subtract, multiply and divide multi-
digit numbers

MA.4.NSO.1 Understand place value for multi-digit Understand ● ●

numbers. place values.
MA.5.NSO.1 Understand the place value of multi-digit
numbers with decimals to the thousandths place.

MA.4.NSO.2 Build an understanding of operations with Solve problems ●

multi-digit numbers including decimals. using the four
operations.

MA.4.NSO.2 Build an understanding of operations with Add, subtract, ● ●

multi-digit numbers including decimals. multiply, and
divide decimals.
MA.5.NSO.2 Add, subtract, multiply and divide multi-
digit numbers.

MA.4.NSO.1 Understand place value for multi-digit Compare rational ●

numbers. numbers.
MA.4.NSO.2 Build an understanding of operations with
multi-digit numbers including decimals.

FRACTIONS (FR) • Standard Topic

MA.1.FR.1 Develop an understanding of fractions by Draw and ● ●

partitioning shapes into halves and fourths. describe
geometric
MA.2.FR.1 Develop an understanding of fractions.
figures.

MA.3.FR.1 Understand fractions as numbers and Understand and ● ●

represent fractions. apply fraction
relationships.
MA.3.FR.2 Order and compare fractions and identify
equivalent fractions.
MA.4.FR.1 Develop an understanding of the relationship
between different fractions and the relationship between
fractions and decimals.
MA.4.FR.2 Build a foundation of addition, subtraction
and multiplication operations with fractions.

About the Standards   T9

ABOUT THE STANDARDS

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

FRACTIONS (FR) • Standard Topic

MA.4.FR.2 Build a foundation of addition, subtraction Add and subtract ● ●

and multiplication operations with fractions. fractions.
MA.5.FR.2 Perform operations with fractions.

MA.4.FR.1 Develop an understanding of the relationship Multiply and ● ●

between different fractions and the relationship between divide fractions.
fractions and decimals.
MA.4.FR.2 Build a foundation of addition, subtraction
and multiplication operations with fractions.
MA.5.FR.1 Interpret a fraction as an answer to a division
problem.
MA.5.FR.2 Perform operations with fractions.

ALGEBRAIC REASONING (AR) • Standard Topic

MA.K.AR.1 Represent and solve addition problems with Solve problems ● ● ●

sums between 0 and 10 and subtraction problems using using addition
related facts. and subtraction.
MA.K.AR.2 Develop an understanding of the equal signs.
MA.1.AR.1 Solve addition problems with sums between
0 and 20 and subtraction problems using related facts.
MA.1.AR.2 Develop an understanding of the relationship
between addition and subtraction.
MA.2.AR.1 Solve addition problems with sums between
0 and 100 and related subtraction problems.
MA.2.AR.2 Demonstrate an understanding of equality
and addition and subtraction.

MA.K.AR.1 Represent and solve addition problems with Add and subtract ● ●
sums between 0 and 10 and subtraction problems using using place
related facts. value.
MA.K.AR.2 Develop an understanding of the equal sign.
MA.2.AR.2 Demonstrate an understanding of equality
and addition and subtraction.
MA.2.AR.3 Develop an understanding of multiplication.

MA.3.AR.3 Identify numerical patterns, including Recognize ●

multiplicative patterns. patterns in
arithmetic.

T10 Florida’s B.E.S.T. Go Math! Grade 3

 ABOUT THE STANDARDS

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

ALGEBRAIC REASONING (AR) • Standard Topic

MA.3.AR.1 Solve multiplication and division problems. Solve problems ● ● ●

using the four
MA.3.AR.2 Develop an understanding of equality and
operations.
multiplication and division.
MA.4.AR.1 Represent and solve problems involving the
four operations with whole numbers and fractions.
MA.4.AR.2 Demonstrate an understanding of equality
and operations with whole numbers.
MA.5.AR.1 Solve problems involving the four operations
with whole numbers and fractions.
MA.5.AR.2 Demonstrate an understanding of equality,
the order of operations and equivalent numerical
expressions.

MA.3.AR.1 Solve multiplication and division problems. Multiply and ●

divide whole
MA.3.AR.2 Develop an understanding of equality and
numbers.
multiplication and division.

MA.4.AR.1 Represent and solve problems involving the Add and subtract ● ●
four operations with whole numbers and fractions. fractions.
MA.5.AR.1 Solve problems involving the four operations
with whole numbers and fractions.

MA.4.AR.3 Recognize numerical patterns, including Understand ● ●

patterns that follow a given rule. factors and
multiples.

MA.4.AR.3 Recognize numerical patterns, including Generate and ● ●

patterns that follow a given rule. analyze patterns.
MA.5.AR.3 Analyze patterns and relationships between
inputs and outputs.

MA.4.AR.1 Represent and solve problems involving the Multiply and ● ●

four operations with whole numbers and fractions. divide fractions.
MA.5.AR.1 Solve problems involving the four operations
with whole numbers and fractions..

MA.4.AR.1 Represent and solve problems involving the Understand and ●

four operations with whole numbers and fractions. apply fraction
relationships.

MA.5.AR.2 Demonstrate an understanding of equality, Write and ●

the order of operations and equivalent numerical interpret
expressions. numerical
expressions.

About the Standards   T11

ABOUT THE STANDARDS

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

MEASURMENT (M) • Standard Topic

MA.K.M.1 Identify and compare measurable attributes Solve problems ● ● ● ● ● ●

of objects. involving
measurement
MA.1.M.1 Compare and measure the length of objects.
and estimation.
MA.2.M.1 Measure the length of objects and solve
problems involving length.
MA.3.M.1 Measure attributes of objects and solve
problems involving measurement.
MA.4.M.1 Measure the length of objects and solve
problems involving measurement.
MA.5.M.1 Convert measurement units to solve multi-
step problems.

MA.1.M.2 Tell time and identify the value of coins and Work with time ● ● ● ● ● ●
combinations of coins and dollar bills. and money.
MA.2.M.2 Tell time and solve problems involving money.
MA.3.M.2 Tell and write time and solve problems
involving time.
MA.4.M.2 Solve problems involving time and money.
MA.5.M.2 Solve problems involving money.

MA.4.M.1 Measure the length of objects and solve Convert in the ● ●

problems involving measurement. customary
system.
MA.5.M.1 Convert measurement units to solve multi-
step problems.

MA.5.M.1 Convert measurement units to solve multi- Convert in the ●

step problems. metric system.

GEOMETRIC REASONING (GR) • Standard Topic

MA.K.GR.1 Identify, compare and compose two- and Draw and ● ● ● ● ●

three-dimensional figures. describe
geometric
MA.1.GR.1 Identify and analyze two- and three-
figures.
dimensional figures based on their defining attributes.
MA.2.GR.1 Identify and analyze two-dimensional figures
and identify lines of symmetry.
MA.3.GR.1 Describe and identify relationships between
lines and classify quadrilaterals.
MA.5.GR.1 Classify two-dimensional figures and three-
dimensional figures based on defining attributes.

MA.2.GR.1 Identify and analyze two-dimensional figures Classify two- ● ●

and identify lines of symmetry. dimensional
figures.
MA.5.GR.1 IClassify two-dimensional figures and three-
dimensional figures based on defining attributes.

T12 Florida’s B.E.S.T. Go Math! Grade 3

 ABOUT THE STANDARDS

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

GEOMETRIC REASONING (GR) • Standard Topic

MA.2.GR.2 Describe perimeter and find the perimeter of Solve problems ● ● ●

polygons. involving
measurement
MA.3.GR.2 Solve problems involving the perimeter and
and estimation.
area of rectangles.
MA.4.GR.2 Solve problems involving the perimeter and
area of rectangles.

MA.3.GR.2 Solve problems involving the perimeter and Solve problems ● ●

area of rectangles. involving
circumference,
MA.5.GR.2 Find the perimeter and area of rectangles
area, and
with fractional or decimal side lengths.
volume.
MA.5.GR.3 Solve problems involving the volume of right
rectangular prisms.

MA.3.GR.1 Describe and identify relationships between Draw and ● ● ●

lines and classify quadrilaterals. identify lines
and an-gles, and
MA.4.GR.1 Draw, classify and measure angles.
classify shapes
MA.5.GR.1 Classify two-dimensional figures and three- by properties of
dimensional figures based on defining attributes. their lines and
angles.

MA.4.GR.1 Draw, classify and measure angles. Solve problems ●

involving angles
and angle
measures.

MA.5.GR.4 Plot points and represent problems on the Graph and ●

coordinate plane. interpret points
in the coordinate
plane.

DATA ANALYSIS AND PROBABILITY (DP) • Standard Topic

MA.K.DP.1 Develop an understanding for collecting, Draw and ●

representing and comparing data. describe
geometric
figures.

MA.1.DP.1 Collect, represent and interpret data using Represent and ● ● ● ● ●

pictographs and tally marks. interpret data.
MA.2.DP.1 Collect, categorize, represent and interpret
data using appropriate titles, labels and units.
MA.3.DP.1 ICollect, represent and interpret numerical
and categorical data.
MA.4.DP.1 Collect, represent and interpret data and find
the mode, median and range of a data set.
MA.5.DP.1 Collect, represent and interpret data and find
the mode, median and range of a data set.

About the Standards   T13

ABOUT THE STANDARDS

Florida’s B.E.S.T. Standards

Grade 3 Mathematics Correlations

NUMBER SENSE AND OPERATIONS LESSONS

MA.3.NSO.1 Understand the place value of four-digit numbers.

MA.3.NSO.1.1 Read and write numbers from 0 to 10,000 using standard form, expanded form and word form. 1.1–1.2
Example: T
 he number two thousand five hundred thirty written in standard form is 2,530 and in
expanded form is 2,000 + 500 + 30.
MA.3.NSO.1.2 Compose and decompose four-digit numbers in multiple ways using thousands, hundreds, 1.1
tens and ones. Demonstrate each composition or decomposition using objects, drawings and
expressions or equations.
 he number 5,783 can be expressed as 5 thousands + 7 hundreds + 8 tens + 3 ones or
Example: T
as 56 hundreds + 183 ones.
MA.3.NSO.1.3 Plot, order and compare whole numbers up to 10,000. 1.3–1.4
Example: The numbers 3,475; 4,743 and 4,753 can be arranged in ascending order as 3,475; 4,743
and 4,753.
Benchmark Clarifications:
Clarification 1: When comparing numbers, instruction includes using an appropriately scaled
number line and using place values of the thousands, hundreds, tens and ones digits.
Clarification 2: Number lines, scaled by 50s, 100s or 1,000s, must be provided and can be a
representation of any range of numbers.
Clarification 3: in this benchmark, the expectation is to use symbols (<, > or =).
MA.3.NSO.1.4 Round whole numbers from 0 to 1,000 to the nearest 10 or 100. 2.2–2.3, 2.6
Example: T
 he number 775 is rounded to 780 when rounded to the nearest 10.
Example: The number 745 is rounded to 700 when rounded to the nearest 100.
MA.3.NSO.2 Add and subtract multi-digit whole numbers. Build an understanding of multiplication and division operations.

MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including using a standard algorithm with 2.3–2.4, 2.5–
procedural fluency. 2.7, 3.1–3.5
MA.3.NSO.2.2 Explore multiplication of two whole numbers with products from 0 to 144, and related division 4.1–4.7,
facts. 5.1–5.10,
7.1–7.9,
Benchmark Clarifications:
8.1–8.11, 9.1
Clarification 1: Instruction includes equal groups, arrays, area models and equations.
Clarification 2: Within the benchmark, it is the expectation that one problem can be represented
in multiple ways and understanding how the different representations are related to each other.
Clarification 3: Factors and divisors are limited to up to 12.
MA.3.NSO.2.3 Multiply a one-digit whole number by a multiple of 10, up to 90, or a multiple of 100, up to 900, 6.2–6.4
with procedural reliability.
Example: T
 he product of 6 and 70 is 420.
Example: T
 he product of 6 and 300 is 1,800.
Benchmark Clarifications:
Clarification 1: When multiplying one-digit numbers by multiples of 10 or 100, instruction
focuses on methods that are based on place value.

T14 Florida’s B.E.S.T. Go Math! Grade 3

 ABOUT THE STANDARDS

NUMBER SENSE AND OPERATIONS (continued) LESSONS

MA.3.NSO.2 Add and subtract multi-digit whole numbers. Build an understanding of multiplication and division operations.

MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide using related facts with procedural 5.1–5.3,
reliability. 5.5–5.6,
Example: The product of 5 and 6 is 30. 5.8–5.10,
7.8–7.9,
Example: The quotient of 27 and 9 is 3.
8.1–8.11
Benchmark Clarifications:
Clarification 1: Instruction focuses on helping a student choose a method they can use reliably.

FRACTIONS LESSONS

MA.3.FR.1 Understand fractions as numbers and represent fractions.

MA.3.FR.1.1 Represent and interpret unit fractions in the form ​​ 1_n ​​as the quantity formed by one part when a 13.1–13.7
whole is partitioned into n equal parts.
Example: ​​  1_4 ​​can be represented as ​​ 1_4 ​​of a pie (parts of a shape), as 1 out of 4 trees (parts of a set)
or as ​​  1_4 ​​on the number line.
Benchmark Clarifications:
Clarification 1: This benchmark emphasizes conceptual understanding through the use of
manipulatives or visual models.
Clarification 2: Instruction focuses on representing a unit fraction as part of a whole, part of a
set, a point on a number line, a visual model or in fractional notation.
Clarification 3: Denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12.

MA.3.FR.1.2 __ ​​ as the
Represent and interpret fractions, including fractions greater than one, in the form of ​​ m 13.3–13.6,
n
_
1
result of adding the unit fraction ​​ n ​​ to itself m times. 13.7
Example: ​​ 9_8 ​​can be represented as ​​ 1_8 ​​ + ​​  1_8 ​​ + ​​  1_8 ​​ + ​​  1_8 ​​ + ​​  1_8 ​​ + ​​  1_8 ​​ + ​​  1_8 ​​ + ​​  1_8 ​​.
Benchmark Clarifications:
Clarification 1: Instruction emphasizes conceptual understanding through the use of
manipulatives or visual models, including circle graphs, to represent fractions.
Clarification 2: Denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12.
MA.3.FR.1.3 Read and write fractions, including fractions greater than one, using standard form, numeral- 13.2–13.4,
word form and word form. 13.6–13.7
 he fraction ​​  4_3 ​​written in word form is four-thirds and in numeral-word form is 4 thirds.
Example: T
Benchmark Clarifications:
Clarification 1: Instruction focuses on making connections to reading and writing numbers to
develop the understanding that fractions are numbers and to support algebraic thinking in later
grades.
Clarification 2: Denominators are limited to 2, 3, 4, 5, 6, 8, 10 and 12.

About the Standards   T15

ABOUT THE STANDARDS

FRACTIONS (continued) LESSONS

MA.3.FR.2 Order and compare fractions and identify equivalent fractions.

MA.3.FR.2.1 Plot, order and compare fractional numbers with the same numerator or the same denominator. 14.1–14.5,
Example: The fraction ​​  _32 ​​is to the right of the fraction ​​ _33 ​​on a number line so ​​ _32 ​​ is greater than ​​  _33 ​​ . 15.1

Benchmark Clarifications:
Clarification 1: Instruction includes making connections between using a ruler and plotting and
ordering fractions on a number line.
Clarification 2: When comparing fractions, instruction includes an appropriately scaled number
line and using reasoning about their size.
Clarification 3: Fractions include fractions greater than one, including mixed numbers, with
denominators limited to 2, 3, 4, 5, 6, 8, 10 and 12.

MA.3.FR.2.2 Identify equivalent fractions and explain why they are equivalent. 14.6–14.7
Example: The fractions ​​  _11 ​​ and ​​  _33 ​​can be identified as equivalent using number lines.
Example: The fractions ​​  2_4 ​​ and ​​  2_6 ​​can be identified as not equivalent using a visual model.
Benchmark Clarifications:
Clarification 1: Instruction includes identifying equivalent fractions and explaining why they are
equivalent using manipulatives, drawings, and number lines.
Clarification 2: Within this benchmark, the expectation is not to generate equivalent fractions.
Clarification 3: Fractions are limited to fractions less than or equal to one with denominators of
2, 3, 4, 5, 6, 8, 10 and 12. Number lines must be given and scaled appropriately.

ALGEBRAIC REASONING LESSONS

MA.3.AR.1 Solve multiplication and division problems.

MA.3.AR.1.1 Apply the distributive property to multiply a one-digit number and two-digit number. Apply 4.6–4.7,
properties of multiplication to find a product of one-digit whole numbers. 5.4–5.10, 6.1,
Example: The product 4 × 72 can be found by rewriting the expression as 4 × (70 + 2) and then 6.5
using the distributive property to obtain (4 × 70) + (4 × 2) which is equivalent to 288.
Benchmark Clarifications:
Clarification 1: Within this benchmark, the expectation is to apply the associative and
commutative properties of multiplication, the distributive property and name the properties.
Refer to K-12 Glossary (Appendix C).
Clarification 2: Within the benchmark, the expectation is to utilize parentheses.
Clarification 3: Multiplication for products of three or more numbers is limited to factors within
12. Refer to Properties of Operations, Equality and Inequality (Appendix D).
MA.3.AR.1.2 Solve one- and two-step real-world problems involving any of four operations with whole 2.4, 2.7, 3.5,
numbers. 9.1, 9.6–9.7
Example: A group of students are playing soccer during lunch. How many students are needed
to form four teams with eleven players each and to have two referees?
Benchmark Clarifications:
Clarification 1: Instruction includes understanding the context of the problem, as well as the
quantities within the problem.
Clarification 2: Multiplication is limited to factors within 12 and related division facts. Refer to
Situations Involving Operations with Numbers (Appendix A).

T16 Florida’s B.E.S.T. Go Math! Grade 3

 ABOUT THE STANDARDS

ALGEBRAIC REASONING (continued) LESSONS

MA.3.AR.2 Develop an understanding of equality and multiplication and division.

MA.3.AR.2.1 Restate a division problem as a missing factor problem using the relationship between 7.7, 9.5
multiplication and division.
Example: The equation 56 ÷ 7 =? can be restated as 7 × ? = 56 to determine the quotient is 8.
Benchmark Clarifications:
Clarification 1: Multiplication is limited to factors within 12 and related division facts.
Clarification 2: Within this benchmark, the symbolic representation of the missing factor uses
any symbol or a letter.
MA.3.AR.2.2 Determine and explain whether an equation involving multiplication or division is true or false. 7.7
Example: Given the equation 27 ÷ 3 = 3 × 3 , it can be determined to be a true equation by
dividing the numbers on the left side of the equal sign and multiplying the numbers
on the right of the equal sign to see that both sides are equivalent to 9.
Benchmark Clarifications:
Clarification 1: Instruction extends the understanding of the meaning of the equal sign to
multiplication and division.
Clarification 2: Problem types are limited to an equation with three or four terms. The product
or quotient can be on either side of the equal sign.
Clarification 3: Multiplication is limited to factors within 12 and related division facts.
MA.3.AR.2.3 Determine the unknown whole number in a multiplication or division equation, relating three 8.1–8.3,
whole numbers, with the unknown in any position. 8.5–8.11, 9.5
Benchmark Clarifications:
Clarification 1: Instruction extends the development of algebraic thinking skills where the
symbolic representation of the unknown uses any symbol or a letter.
Clarification 2: Problems include the unknown on either side of the equal sign.
Clarification 3: Multiplication is limited to factors within 12 and related division facts. Refer to
Situations Involving Operations with Numbers (Appendix A).
MA.3.AR.3 Identify numerical patterns, including multiplicative patterns.

MA.3.AR.3.1 Determine and explain whether a whole number from 1 to 1,000 is even or odd. 2.1, 5.7, 9.4
Benchmark Clarifications:
Clarification 1: Instruction includes determining and explaining using place value and
recognizing patterns.
MA.3.AR.3.2 Determine whether a whole number from 1 to 144 is a multiple of a given one-digit number. 9.3–9.4
Benchmark Clarifications:
Clarification 1: Instruction includes determining if a number is a multiple of a given number by
using multiplication or division.
MA.3.AR.3.3 Identify, create and extend numerical patterns. 2.1, 5.7, 9.2,
Example: Bailey collects 6 baseball cards every day. This generates the pattern 6, 12, 18, … How 9.6
many baseball cards will Bailey have at the end of the sixth day?
Benchmark Clarifications:
Clarification 1: The expectation is to use ordinal numbers (1st, 2nd, 3rd, …) to describe the
position of a number within a sequence.
Clarification 2: Problem types include patterns involving addition, subtraction, multiplication or
division of whole numbers.

About the Standards   T17

ABOUT THE STANDARDS

MEASUREMENT LESSONS

MA.3.M.1 Measure attributes of objects and solve problems involving measurement.

MA.3.M.1.1 Select and use appropriate tools to measure the length of an object, the volume of liquid within 15.1–15.3,
a beaker and temperature. 15.6
Benchmark Clarifications:
Clarification 1: Instruction focuses on identifying measurement on a linear scale, making the
connection to the number line.
Clarification 2: When measuring the length, limited to the nearest centimeter and half or
quarter inch.
Clarification 3: When measuring the temperature, limited to the nearest degree.
Clarification 4: When measuring the volume of liquid, limited to nearest milliliter and half or
quarter cup.
MA.3.M.1.2 Solve real-world problems involving any of the four operations with whole number lengths, 15.2–15.7
masses, weights, temperatures or liquid volumes.
Example: Ms. Johnson’s class is having a party. Eight students each brought in a 2-liter bottle of
soda for the party. How many liters of soda did the class have for the party?
Benchmark Clarifications:
Clarification 1: Within this benchmark, it is the expectation that responses include appropriate
units.
Clarification 2: Problem types are not expected to include measurement conversions.
Clarification 3: Instruction includes the comparison of attributes measured in the same units.
Clarification 4: Units are limited to yards, feet, inches; meters, centimeters; pounds, ounces;
kilograms, grams; degrees Fahrenheit, degrees Celsius; gallons, quarts, pints, cups; and liters,
milliliters.
MA.3.M.2 Tell and write time and solve problems involving time.

MA.3.M.2.1 Using analog and digital clocks tell and write time to the nearest minute using a.m. and p.m. 12.1–12.5
appropriately.
Benchmark Clarifications:
Clarification 1: Within this benchmark, the expectation is not to understand military time.
MA.3.M.2.2 Solve one- and two-step real-world problems involving elapsed time. 12.3–12.5
Example: A bus picks up Kimberly at 6:45 a.m. and arrives at school at 8:15 a.m. How long was
her bus ride?
Example: Within this benchmark, the expectation is not to include crossing between a.m.
and p.m.

GEOMETRIC REASONING LESSONS

MA.3.GR.1 Describe and identify relationships between lines and classify quadrilaterals.

MA.3.GR.1.1 Describe and draw points, lines, line segments, rays, intersecting lines, perpendicular lines and 16.1–16.3
parallel lines. Identify these in two-dimensional figures.
Benchmark Clarifications:
Clarification 1: Instruction includes mathematical and real-world context for identifying points,
lines, line segments, rays, intersecting lines, perpendicular lines and parallel lines.
Clarification 2: When working with perpendicular lines, right angles can be called square angles
or square corners.

T18 Florida’s B.E.S.T. Go Math! Grade 3

 ABOUT THE STANDARDS

GEOMETRIC REASONING (continued) LESSONS

MA.3.GR.1 Describe and identify relationships between lines and classify quadrilaterals.

MA.3.GR.1.2 Identify and draw quadrilaterals based on their defining attributes. Quadrilaterals include 16.4,
parallelograms, rhombi, rectangles, squares and trapezoids. 17.1–17.2
Benchmark Clarifications:
Clarification 1: Instruction includes a variety of quadrilaterals and a variety of non-examples that
lack one or more defining attributes when identifying quadrilaterals.
Clarification 2: Quadrilaterals will be filled, outlined or both when identifying.
Clarification 3: Drawing representations must be reasonably accurate.
MA.3.GR.1.3 Draw line(s) of symmetry in a two-dimensional figure and identify line symmetric two- 17.3–17.4
dimensional figures.
Benchmark Clarifications:
Clarification 1: Instruction develops the understanding that there could be no line of symmetry,
exactly one line of symmetry or more than one line of symmetry.
Clarification 2: Instruction includes folding paper along a line of symmetry so that both halves
match exactly to confirm line-symmetric figures.
MA.3.GR.2 Solve problems involving the perimeter and area of rectangles.

MA.3.GR.2.1 Explore area as an attribute of a two-dimensional figure by covering the figure with unit squares 10.1–10.4
without gaps or overlaps. Find areas of rectangles by counting unit squares.
Benchmark Clarifications:
Clarification 1: Instruction emphasizes the conceptual understanding that area is an attribute
that can be measured for a two-dimensional figure. The measurement unit for area is the area
of a unit square, which is a square with side length of 1 unit.
Clarification 2: Two-dimensional figures cannot exceed 12 units by 12 units and responses include
the appropriate units in word form (e.g., square centimeter or sq.cm.).
MA.3.GR.2.2 Find the area of a rectangle with whole-number side lengths using a visual model and a 10.3–10.5
multiplication formula.
Benchmark Clarifications:
Clarification 1: Instruction includes covering the figure with unit squares, a rectangular array or
applying a formula.
Clarification 2: Two-dimensional figures cannot exceed 12 units by 12 units and responses include
the appropriate units in word form.
MA.3.GR.2.3 Solve mathematical and real-world problems involving the perimeter and area of rectangles 10.4,
with whole-number side lengths using a visual model and a formula. 11.1–11.3
Benchmark Clarifications:
Clarification 1: Within this benchmark, the expectation is not to find unknown side lengths.
Clarification 2: Two-dimensional figures cannot exceed 12 units by 12 units and responses include
the appropriate units in word form.
MA.3.GR.2.4 Solve mathematical and real-world problems involving the perimeter and area of composite 10.5,
figures composed of non-overlapping rectangles with whole number side lengths. 11.1–11.2
Example: A
 pool is comprised of two non-overlapping rectangles in the shape of an “L”.
The area for a cover of the pool can be found by adding the areas of the two non-
overlapping rectangles.
Benchmark Clarifications:
Clarification 1: Composite figures must be composed of non-overlapping rectangles.
Clarification 2: Each rectangle within the composite figure cannot exceed 12 units by 12 units
and responses include the appropriate units in word form.

About the Standards   T19

ABOUT THE STANDARDS

DATA ANALYSIS & PROBABILITY LESSONS

MA.3.DP.1 Collect, represent and interpret numerical and categorical data.

MA.3.DP.1.1 Collect and represent numerical and categorical data with whole-number values using tables, 18.1, 18.3,
scaled pictographs, scaled bar graphs or line plots. Use appropriate titles, labels and units. 18.5–18.6,
18.8
Benchmark Clarifications:
Clarification 1: Within this benchmark, the expectation is to complete a representation or
construct a representation from a data set.
Clarification 2: Instruction includes the connection between multiplication and the number of
data points represented by a bar in scaled bar graph or a scaled column in a pictograph.
Clarification 3: Data displays are represented both horizontally and vertically.
MA.3.DP.1.2 Interpret data with whole-number values represented with tables, scaled pictographs, circle 18.1–18.8
graphs, scaled bar graphs or line plots by solving one- and two-step problems.
Benchmark Clarifications:
Clarification 1: Problems include the use of data in informal comparisons between two data sets
in the same units.
Clarification 2: Data displays can be represented both horizontally and vertically.
Clarification 3: Circle graphs are limited to showing the total values in each category.

T20 Florida’s B.E.S.T. Go Math! Grade 3

 DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A
ABOUT THE STANDARDS DO NOT EDIT--Changes must be made
CorrectionKey=FL-A

FLORIDA’S B.E.S.T.

Mathematical Thinking & Reasoning Standards

My Progress Rubric

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mathematical thinking.

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MA.K12. Actively participate in effortful 1.2, 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 4.2, 4.3, 4.4, 4.5, 4.7,
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collectively. 8.7, 8.10, 9.5, 10.1, 10.2, 10.3, 10.4, 10.5, 11.1,312.1, I Can12.2, 12.3, 12.4, 12.5,
change my strategy
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4 I Can apply
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MTR.2.1 representing problems in multiple 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 6.1, 6.2, 6.5, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6,
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MA.K12. Complete tasks with mathematical 1.1, 1.3, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 4.3, 4.5, 4.7, 5.3, 5.8, 5.9, 6.5,
MTR.3.1 fluency. 7.2, 7.6, 7.7, 7.8, 7.9, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.9, 8.11, 9.2, 9.5, 9.7, 10.1,
10.2, 10.3, 10.4, 10.5, 11.1, 11.2, 12.1, 12.2, 12.3, 12.4, 14.1, 14.2, 14.3, 14.4,
14.5, 14.6, 14.7, 15.1, 15.5, 15.6, 16.2, 16.4, 17.1, 17.2, 17.3, 17.4
MA.K12. Engage in discussions that reflect on 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.3, 4.4, 4.5, 4.6,
MTR.4.1 the mathematical thinking of self 4.7, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 6.1, 6.2, 6.3, 6.4, 6.5, 7.1, 7.2,
and others. 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 9.2,
9.3, 9.6, 10.1, 10.2, 10.4, 11.1, 11.3, 12.1, 12.2, 12.5, 13.1, 13.2, 13.3, 13.4,
13.5, 13.6, 13.7, 14.1, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 15.1, 15.2, 15.3,
15.4, 15.6, 15.7, 16.1, 16.2, 16.3, 16.4, 17.1, 17.2, 17.3, 17.4, 18.1, 18.2,
18.4, 18.5, 18.6, 18.7, 18.8
MA.K12. Use patterns and structure to 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4, 2.5, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.6, 4.7, 5.1,
MTR.5.1 help understand and connect 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 6.1, 6.2, 6.3, 6.4, 6.5, 7.1, 7.2, 7.3, 7.4,
mathematical concepts. 7.5, 7.6, 7.7, 7.8, 7.9, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.11, 9.3, 9.4,
11.1, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 14.2, 14.4, 16.1, 16.2, 16.3,
16.4, 17.1, 17.2, 17.3, 17.4, 18.1, 18.2, 18.3, 18.4, 18.5, 18.6, 18.7, 18.8
MA.K12. Assess the reasonableness of 1.3, 1.4, 2.1, 2.6, 3.1, 3.2, 3.3, 3.4, 4.7, 5.3, 5.4, 5.5, 6.3, 6.5, 7.1, 7.2, 7.3,
MTR.6.1 solutions. 8.1, 9.3, 9.4, 10.2, 10.4, 11.1, 11.2, 11.3, 12.1, 13.2, 13.3, 13.7, 14.1, 14.3,
14.5, 14.7, 15.1, 15.6, 15.7, 16.1, 16.2, 17.1, 17.2, 17.3, 17.4
MA.K12. Apply mathematics to real-world 1.4, 2.1, 2.3, 2.4, 2.5, 2.7, 3.5, 4.4, 4.5, 4.6, 5.2, 5.3, 5.4, 5.10, 6.5, 7.1, 7.2,
MTR.7.1 contexts. 7.4, 7.5, 7.6, 7.7, 7.8, 7.9, 8.10, 10.2, 10.4, 11.1, 11.2, 11.3, 12.1, 13.1, 13.2,
13.5, 13.7, 14.1, 14.3, 14.4, 15.6, 17.1, 17.2, 17.3, 17.4, 18.3

About the Standards   T21

ABOUT THE STANDARDS

Florida’s B.E.S.T. Standards Helper

Where do I find
the Standards
Helper?
Go to the Ed dashboard and click
“Discover,” then “All Resources.” A link
to the Standards Helper appears.

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T22 Florida’s B.E.S.T. Go Math! Grade 3

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About the Standards   T23

  

 
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PROGRAM TOUR

Key Components for Learning

For the Student
Student Edition* > Lesson 1 Add or
Subtract Parts of
a Whole

Full-color, write-in Student > Engage: Add or

Subtract Parts of
a Whole

Editions built around > Explore: Add or

Subtract Parts of
a Whole

Florida’s B.E.S.T. and > Explain: Add or

Subtract Parts of
a Whole

Mathematical Thinking and > Elaborate: Add or

Subtract Parts of

Reasoning standards.
a Whole

> Evaluate: Add or

Subtract Parts of
a Whole

Online Student Experience

Interactive practice with engaging
Florida Launch lessons, hints and
corrective feedback.

For the Teacher

Teacher Edition*
The Teacher Edition, with
all the support you need
to plan lessons, builds
Teacher Edition

Teacher Edition

understanding, and
meets the needs of all
your students.
Online Teacher Experience
Complete teacher support for lesson planning,
GRADE GRADE
assigning resources, viewing reports, and
3 3 grouping, as well as flexible multi-grade
VOLUME 1 VOLUME 2

access to provide both prerequisite and

challenge content for standards progressions.

Assessments

Growth Getting Ready for FSA*

Online Assessments
Use a range of online assessments
Measure FSA readiness practice by standard, with to benchmark student progress and
three practice tests at each grade level. inform instruction.

* All print and digital student-facing materials are available in Spanish

T24 Florida’s B.E.S.T. Go Math! Grade 3 for Grades K–5, with companion bilingual teacher materials.
 PROGRAM TOUR
Go Online
for digital and interactive resources

Differentiation and Small-Group Instruction must be made through

“File info”
DO NOT EDIT--Changes
CorrectionKey=NL-A

DO NOT EDIT--Ch
anges
CorrectionKey=NL-A must be made through “File info”

“File info”
must be made through
DO NOT EDIT--Changes
CorrectionKey=NL-A

N a tu r e
A Melody tions
in Frac Wa lk
whole note
half note
quarter note
eighth note
sixteenth note

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by Apri l Reig n
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by Ellen Philips 3/14/18 12:49 PM

Lane
illustrated by Nancy

Waggle* Tabletop Flipchart Readers*

Interactive, adaptive practice with Mini-lessons for math centers With Lexile® Measures
engaging tools and activities for and small-group exploration.
students to develop fluency and mastery
of the Florida's B.E.S.T. standards.
Grab
TM

and

DO NOT EDIT--Changes must be made through “File info”

CorrectionKey=FL-A
Version 2.0
Name
LESSON 6.1
Enrich Differentiated Centers Kit
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Perimeter Puzzlers
1 The shaded rectangle has a perimeter of 18 cm. Draw a different rectangle
that has a perimeter of 18 cm.
LESSON 6.3 Possible answers are shown.
Name
Reteach

Same Perimeter, Different Areas

You can use perimeter and area to compare rectangles.

Compare the perimeters of Rectangle A and Rectangle B. 2 Draw a square and find the perimeter. Then draw a rectangle that has the
same perimeter as the square.
Find the number of units around each rectangle. Possible answers are shown.
A
Rectangle A: 3 + 2 + 3 + 2 = 10 units
Rectangle B: 4 + 1 + 4 + 1 = 10 units
B Compare: 10 units = 10 units Perimeter: 16 cm
So, Rectangle A has the same perimeter as Rectangle B. Perimeter: 16 cm

Compare the areas of Rectangle A and Rectangle B. Find the unknown length for each rectangle.

Find the number of unit squares needed to cover 3 4

A each rectangle. 18 cm
10 ft
© Houghton Mifflin Harcourt Publishing Company

Rectangle A: 2 rows of 3 = 2 × 3, or 6 square units

Rectangle B: 1 row of 4 = 1 × 4, or 4 square units 30 cm
15 ft
B
Compare: 6 square units > 4 square units Perimeter = 50 ft Perimeter = 96 cm
So, Rectangle A has a greater area than Rectangle B.
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
Find the perimeter and the area. Tell which rectangle has a greater area.
1 A B 2 A B
© Houghton Mifflin Harcourt Publishing Company

A: Perimeter = 12 units ; A: Perimeter = 14 units ;

counterclockwise
34 Chapter 6 • Lesson 1
Area = 5 square units Area = 10 square units

B: Perimeter = 12 units ; B: Perimeter = 14 units ;

Area = 9 square units Area = 6 square units

4_mflean1822133_c06e01.indd 34 26/03/21 4:05 AM

Rectangle B has a greater area. Rectangle A has a greater area. en sentido contrario a las manecillas

Vocabulary Cards
DO NOT EDIT--Changes must be made through “File info”
del reloj
CorrectionKey=A

Chapter 6 • Lesson 3 21

17

and Games* Classroom Manipulatives Kit

4_mflean1822133_c06r03.indd 21 30/03/21 12:26 AM

In the opposite direction in which the hands

© Houghton Mifflin Harcourt Publishing Company

of a clock move

Differentiated Instruction* 11 12 1

Fun, meaningful activities Hands-on materials for modeling

10 2
9 3
8 4

Resources for Reteach, Enrich, and Fluency

7 6 5

and understanding
to meet the needs of all students.

Professional Learning and Implementation Support

Integrating Language Routines Into Instruction
Grades 3–5
Integrating Language Routines
Into Instruction
From the Classroom

PRESENT Ms. G: Look up here [directing students to look at the board where she has written: For any

Teacher’s
Stronger and Clearer Each Time square, the area and perimeter are the same]. Do you agree or disagree? Study this individually,
writing down any questions, ideas, or reasoning that you have about it. Try to use complete
Mathematical understandings and language competence develop interdependently. sentences.
When students discuss mathematical ideas with one another, they strengthen and
clarify their academic thoughts. PREPARE Students Pre-Write
[Ms. G pauses for a full minute while students write their thoughts.]
Grades 3–5
Think Time
Language Routine: Stronger and Clearer Each Time
Ms. G: In a moment, you will partner up to discuss if you agree or disagree and why. You won’t
This routine is well-suited for circumstances that call for students to construct a take your papers with you, so pause now and study your notes.

Corner
mathematical argument or defend an idea. Each time students talk with partners,
they build from and borrow the ideas and language of previous partners. PARTNER Structured Pairing
Ms. G: To start, you will partner up. When you talk with your partner, explain your ideas like a
Routine mathematician, and partners ask questions to clarify. It is important to be clear in your
explanations. The purpose is to borrow ideas from your partner to make your argument stronger
PRESENT Teacher poses a problem/question to students

TM
and clearer.
PREPARE Students Pre-Write
• Students study the problem individually, writing down any questions or ideas/reasoning about how to solve In Pairs
the problem, using complete sentences if possible.
Ms. G: Find your first partner, and start your discussion.
• Scaffolding: Provide sentence frames or a skeletal paragraph framework to support students with the
language structures, while leaving room for their independent mathematical reasoning. [Ms. G circulates while students discuss and listen for common justifications. After one minute,
she signals for students to switch listener/speaker roles.]
Think Time
• Provide a minute for students to think about what they will say to their first partner, considering what they Rotate Partners
are currently doing (or did) to solve the problem.
Ms. G: Rotate to a new partner, and repeat the sharing and listening. Incorporate ideas you heard
• Students cannot look at what they wrote during their partner conversations.
as you make your arguments stronger and clearer.
PARTNER STRUCTURED PAIRING: [Ms. G circulates again while students discuss and listen for common justifications. She has
PARTNER ROTATIONS students switch one more time for a total of three partner discussions.]
Students Teacher

Teacher’s Corner
• Listener asks clarifying questions, especially related • Circulates and listens during student discussions PROCESS Post-Write
to justifying (Why did you do that?). • Prompts students at each turn to emphasize Ms. G: Head back to your seats. You have 2 minutes to revise your original argument. Take things
• Partners switch roles. Each person shares and each strength (focus on math concepts and skills) or you heard from your partners, and strengthen and clarify your original thoughts.
person listens, asking clarifying questions. clarity (how to describe the math to others)
• Rotate to additional partners, strengthening and • Removes scaffolds with each successive pairing to Compare
clarifying their ideas each time build student independence
Ms. G: Now that you’ve refined your arguments, look at what you first wrote and your final draft.
PROCESS Post-Write What do you notice?
• Students return to seats and write down their final explanations using sentences or drawings supported

On-demand, bite-size articles, videos, and

Raaqim: In my first draft, I said that it was not true because I tried squares with side lengths of 2
with sentences.
and 6. When I was talking with my second partner, she said it was true because she tested out a
Compare square that has a side length of 4. I decided to change my final draft to say that it is not always true.
• Students analyze their pre-writes and post-writes, noticing how their ideas were strengthened and/or [Ms. G continues to facilitate the class discussion. Students share how their arguments are
clarified during partner discussions. improved after their partner discussions.]

live events to tailor your professional

(continued)

Getting Started
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

learning to your specific needs. Professional Learning Cards Flexible support for the new
With Talk Moves and Language Routines Florida’s B.E.S.T. standards

Program Tour   T25

PROGRAM TOUR

How do I pace
Instructional Journey my lessons?
The instruction in Florida's B.E.S.T. Go Math! is designed from
the ground up to help you nurture young mathematicians in your
classroom. The small-group and whole-group activities in each lesson
provide the flexibility to meet the needs of your students.

While every classroom may look a little different, this instructional

model provides a framework to organize small-group and whole-
Your Teacher Edition includes pacing
group work for meaningful learning. HISPANIC MALE
recommendations for each lesson, which
you can modify for your class and your
teaching style.

Whole Group Small and Whole Group Small Group Whole Group
Engage Explore Explain Elaborate
5 minutes 15–20 minutes 15–20 minutes 5 minutes
Readiness Exploration Quick Check • Math on the Spot Videos
• Problem of the Day • Investigate, Unlock the Problem Share and Show • Higher-Order Thinking Problems
• Fluency Builder or • Multilingual Support and
Vocabulary Builder Strategy Differentiated Instruction
• Access Prior Knowledge • Common Errors Grab Evaluate
TM

and
Version 2.0
Engagement
• I Can Intervention • I Can Reflection
• Making Connections • Waggle
• Math Journal
• Learning Activity • Reteach
• Practice and Homework
• Tier 2 and Tier 3 MTSS
• Fluency Practice
• Waggle
Language Support
• Mathematical Thinking &
• Vocabulary Activities
Reasoning Standards Rubric
• Language Routines
• Multilingual Glossary

Enrichment
• Waggle Games
• Ready for More
• Enrich

T26 Florida’s B.E.S.T. Go Math! Grade 3

 CHAPTER

10
Chapter Name

10
Vo c a b u l a r y B u i l d e r
Add and Subtract Fractions Visualize It
Assessing Prior Knowledge PROGRAM TOUR
Complete the bubble map using the words with a ✓.
Possible answers:
Use Show What You Know to determine
Check your understanding numerator
if students need intensive or strategic Show What You K now of important skills.
intervention. DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must
CorrectionKey=FL-B CorrectionKey=FL-B
Fractions Equal to 1 Write the fraction that names the whole.

Differentiated Instruction,
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be m

Real
CorrectionKey=FL-B CorrectionKey=FL-B
1. 2.
MATH in the World
CHAPTER
unit
fraction
fraction
mixed
number
4 5
10
Chapter
_ _ Name

10
Vocabulary B
_
4 _
5
Add and Subtract Fractions Visualize It
In the United States, the amount of Assessing Prior Knowledge

Practice, and Fluency

Complete the bubble m

Parts of a Whole Write a fraction that names the shaded part. Possible answers:

electricity that is generated from Use Show What You Know to determine
if students need intensive or strategic Show What You Know Check your understanding
of important skills.

renewable sources, such as solar and 3. 4. 5. intervention.

denominator
Fractions Equal to 1 Write the fraction that names the whole.
1 2 3
wind power, is increasing. Water power _
_
3
_
_
4 al
_
8 MATH in the _
Re 1. 2.
unit

is a renewable source that has been used World 4

_ 5
_
fraction
_
4 _
5

Effective instruction begins with knowing your students’ strengths

In the United States, the amount of
for many years. Understand Vocabulary
Parts of a Whole Write a fraction that names the shaded part.
electricity that is generated from
Read and Write Fractions Write a fraction for the
Write the word or phrase that matches the description.
renewable sources, such as solar and 3. 4. 5.

• What part of the total energy for shaded part. Write a fraction for the unshaded part. wind power, is increasing. Water power 1
_ 2
_ 3
_

and challenges, including knowing

comes fromwhat your students understand
_
8 3
_ _
4
is a renewable source that has been used 1. the number in a fraction that tells how many parts of the whole
electricity coal, natural 6. 4
__ 7. for many years.2
_ Read and Write Fractions Write a fraction for the or group are being considered
Understand Vocab
Write the word or phra

gas, and nuclear power? __ 9 __ shaded: 12 __

• What part of5the total energy for
shaded: shaded part. Write a fraction for the unshaded part.

about a topic before they begin a new chapter. 10 1. the number in a fra
electricity comes from coal, natural
8
__
gas, and nuclear
3
_ __
9
6. 4
__ 7.
___
numerator 2 _ or group are being c
5 power? 10 shaded: __ shaded: __
12 5
__ unshaded: 12 unshaded: __
• How can you find the part that comes
8
__ 3 _ ___
numerator
unshaded: __ 12 unshaded: __
5

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Corbis

• How can you find the part that comes

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Corbis

from other sources? Possible answer: I can
2. a number that names a part of a whole or part of a group 2. a number that nam

from other sources? Possible answer: I can __ as the sum __

write 10 9 __
1 __
91
10 + 10 . Since 0 of energy MATH in al
the Re rld
___
fraction
in the
___
fraction

Show What You Know

10
Wo
__ as the sum __
write 10 9 __
1 __
91 al
10 + 10 . Since 0 of energy the Re
comes from coal, natural gas, and nuclear 3. an amount given as

10 MATH in
in the
World
power, __1
10 comes from other sources.
The electricity that powers our appliances is converted
from many sources of energy. About __
5
is made from coal,
___
mixed number

comes from coal, natural gas, and nuclear

10
about __
2 from natural gas, and about __
10 3.
2 from nuclear
10 an amount given as a whole number and a fraction4. the number in a fra
power. About how much of our electricity comes from

power, __1
10 comes from other sources.
The electricity that powers our appliances is converted sources other than coal, natural gas, or nuclear power? are in the whole or
about __1
___
mixed number

These chapter opener assessments help you to zero in on

10
from many sources of energy. About __5
10
is made from coal, 5. a fraction that has a

about __
2 from natural gas, and about __
2 from nuclear
10 10 4. the number in Chapter
a fraction
10 391that tells how many equal
392 parts
Florida’s B.E.S.T. G
power. About how much of our electricity comes from

students’ prerequisite knowledge, identify critical gaps, and make sources other than coal, natural gas, or nuclear power?
about __1
10 Show What You Know •
4_mflese661061_c10or.indd 391

Diagnostic Assessment
are in the whole or in the group ___
denominator
18/08/21 4:16 PM 4_mflese661061_c10or.indd 392

a fraction that has a numerator of 1 ___

decisions about grouping.
5. unit fraction
Use to determine if students need intervention for the chapter’s prerequisite skills.

If YES...then use
If NO...then
Were students successful with INTERVENE
INTERVENE
INDEPENDENT
Chapter 10 You
Show What 391Know? 392 Florida’sACTIVITIES
B.E.S.T. Go Math! Grade 4

Missed More Florida’s B.E.S.T.

Skill Intervene With
Than Standards
Grab
TM

4_mflese661061_c10or.indd 391 18/08/21 4:16 PM 4_mflese661061_c10or.indd 392 and

Show What You Know •

Fractions Equal Intensive Intervention Skill

Diagnostic Assessment
TIER 3 0 MA.2.FR.1.1
to 1 E18 Version 2.0
Differentiated Centers Kit
Parts of a Use the Reteach or
TIER 2 Strategic Intervention Skill
Use to determine if students need intervention for the chapter’s prerequisite skills. Whole
1 MA.3.FR.1.1
S18 Enrich Activities online
or independent activities
in the Grab-and-Go 2.0™
If YES...then
TIER 2 use
Read and
0 MA.3.FR.1.1
Strategic Intervention Skill Differentiated Centers Kit.
If NO...then Write Fractions S18

Were students successful with INTERVENE

INTERVENE
INDEPENDENT
Show What You Know? ACTIVITIES
391 Florida’s B.E.S.T. Go Math! Grade 4

Missed More Florida’s B.E.S.T. 4_mflete661184_c10co.indd 391 23/08/21 5:46 PM

Skill Intervene With

Than Standards
Grab
TM

and
TIER 3 Fractions Equal Intensive Intervention Skill
0 MA.2.FR.1.1 Version 2.0
to 1 E18
Differentiated Centers Kit
Parts of a Use the Reteach or
TIER 2 Strategic Intervention Skill
1 MA.3.FR.1.1 Enrich Activities online
Whole S18
or independent activities
in the Grab-and-Go 2.0™
TIER 2 Read and Strategic Intervention Skill Differentiated Centers Kit.
0 MA.3.FR.1.1
Write Fractions S18

391 Florida’s B.E.S.T. Go Math! Grade 4

DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A

4_mflete661184_c10co.indd 391 23/08/21 5:46 PM

LESSON 6.1
Name
Enrich

DO NOT EDIT--Changes must be made through “File info”

CorrectionKey=FL-A
Perimeter Puzzlers
1 The shaded rectangle has a perimeter of 18 cm. Draw a different rectangle
that has a perimeter of 18 cm.

Differentiated Instruction Options

LESSON 6.1
Name
Possible answers are shown. Reteach

Apply the Perimeter Formula

Differentiation resources can be assigned to
students who finish early (Enrich), or to Perimeter is the distance around a shape. You can use grid
paper to count the number of units around the outside of a
2 Draw a square and find the perimeter. Then draw a rectangle
rectangle to find
that its perimeter.
has the 5 ft
students who are generally on grade level but same perimeter as the square.
How many feet of ribbon are needed to go around the
Possible answers are shown. 3 ft

who may need additional support (Reteach). bulletin board?

Step 1 On grid paper, draw a rectangle that has a length

Printable resources for differentiation are Perimeter: 16 cm

of 5 units and a width of 3 units.
Step 2 Find the length of each side of the rectangle.
5

Mark each unit of length as you count. 3 3

available in your teacher resources. Perimeter: 16 cm
Step 3 Add the side lengths. 5 + 3 + 5 + 3 = 16 5
Find the unknown length for each rectangle.
The perimeter is 16 feet.
3 4 So, 16 feetof ribbon are needed to go around the bulletin board.
18 cm
10 ft

30 cm 1 What is the perimeter of this square?

15 ft 5 cm
Perimeter = 50 ft Perimeter =5 96+cm 5 + 5 + 5 = 20 centimeters
5 cm

Find the perimeter of the rectangle or square.

2 2m 3 4
4m
3 cm
6m 7m

34 3 cm
© Houghton Mifflin Harcourt Publishing Company

16 meters 12 centimeters 22 meters

4_mflean1822133_c06e01.indd 34 10/07/21 8:40 PM

34
© Houghton Mifflin Harcourt Publishing Company

4_mflean1822133_c06r01.indd 34 10/07/21 9:29 PM

Program Tour   T27

 Tens
•
times
Ones
as much
Tenths
as 0.03? Possible answer: I moved
Hundredths

1 of
__ the 0decimal place
5
one position to the right.
10
0.03 PROGRAM •TOUR
? 0.5
How is finding a decimal ?
that is __ 1 of a
10 times __ 5.0 10 is 10 times as much as 0.5.
0.01
__
1 of
number different
as much as 10 from finding one that
is 10 times as much __
as a number? is __
1 of 0.5.
Possible
10
0.7 Use the steps below to complete the table. DO NOT EDIT--Changes must be made through “File info”
answer: I can find __ 1 of a number by moving the CorrectionKey=FL-B

Intervention Options
STEP 1 Write the given decimal in a 10
10 times 1 of
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

decimal
place-value chart. 1 place to the left, and 10 times as much
Decimal
as muchas
as a
__
10
CorrectionKey=FL-B CorrectionKey=FL-B

STEP 2
number by moving the decimal 1 place0.3to the right.
Use the place-value chart to write a decimal
n discussions on Make Connections
tical thinking. that is 10 times as much as the given decimal. MakeUNLOCK
Connections
the Problem Re
Reaall

Lesson level formative ath chart assessments, like the Quick Check
You can use your understanding of place-value patterns and a World
0.1
attern you see STEP 3 Use theM
Ask students which direction the decimal place-value chart to write decimals that are 10 times as much
as or __
1
10 of any given decimal.
point was moved to write each new decimal.
place-value Use Math
to write
lkgiven decimal. Talk
a decimal to focus on students’
10 Ta
items, inform
ve one decimal intervention
that is __
1 of the options for students 7.0 who
Explain that one tenth is 10 times as much as
one hundredth, and one hundredth is of
Tens
•
Ones Tenths Hundredths
__
1
the right and
understanding of place-value
0 5
10
one tenth. If students need help visualizing
lace value may be at RtI Tier 2 or 3. Students who are on grade
? 0.5 ?
this concept, have them refer to their models. __
5.0 is 10 times as much as 0.5.

patterns. Students should recognize that as you

10 times __
1 of
10
as much as
• How did you write a decimal that was 10 __
0.05 is __
1 of 0.5.

level and above can work on the Ready for More

10
Use the steps below to complete the table.
times as much as 0.03? Possible answer: I moved

move from one decimal place-value t h

Maposition to in discussions
MTR Engage on
STEP 1 Write the given decimal in a
place-value chart. Decimal
10 times
as much as
1 of
__
10
the decimal place one position to the right.

activity while the other students complete the Ta lk DO NOT

4.1 mathematical thinking.
EDIT--Changes must be made through “File info”
• How is finding a decimal that is of a STEP 2 Use the place-value chart to write a decimal 0.3 3.0 0.03
__
1
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Share a lesser
and Show decimalMath place-value position, the CorrectionKey=FL-B
number different from finding one that
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that is 10 times as much as the given decimal.
0.1 1.0 0.01

interventionnumber activities.
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70.0 0.7 Possible
Board Describe the pattern you see that is __
1 of the given decimal. 7.0

of zeros between the digit and the

10 answer: I can find __
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Possible description: Each place value is __
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when you move one decimalplace value

DOtoNOT
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EDIT--Changes must be made through “File info”

its left and 10 times as much as the
decimal 1 place to the left, and 10 times as much as a
DO NOT EDIT--Changes mu
Math number by moving the decimal 1 place to the right.
Write the decimal shown by the model. The flat represents place value to the right and place value
decimal point increases for each place value
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CorrectionKey=FL-B Talk 4.1 mathematical thinking. CorrectionKey=FL-B
1 unit. Then model the decimal in another way. Tell which one decimal place value Share and Show Math
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Use Math Talk to focus on students’ Math
when you move one decimal
Talk
you move to the right. The reverse is true
blocks you used. when
to the left. Write the decimal shown by the model. The flat represents
understanding of place-valueplace value to the right and
one decimal place value
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

1 unit. Then model the decimal in another way. Tell which

blocks you used. Check students’ models. patterns. Students should recognize that as you
to the left.

es you move from a lesser to a greater decimal. 1.

Possible answers are given.

Make Connections 2.
move from one decimal place-value position to
a lesser decimal place-value position, the
number of zeros between the digit and the
1. 2. decimal point increases for each place value
You can use your understanding of place-value patterns and a you move to the right. The reverse is true when
MakeUNLOC
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© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

given. place-value
1.0; 1 flat chart to write decimals that
1.43; 14 longs arecubes
3 small 10 times as much you move from a lesser to a greater decimal. Ask students w
Model the decimal in two__
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3. 2.1 4. 0.16 5. 3.9
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© Houghton Mifflin Harcourt Publishing Company

, or Math
488 Florida’s B.E.S.T. Go Math! Grade 4
? 0.5 ? Share and Show Board one tenth. If s
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Model the decimal in two ways. Use the flat to representMath
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4_mflese661061_c12l01.indd 488 18/08/21 4:55 PM
model. Have students use the MathBoard to
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18/08/21 4:55 PM
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in the Student Edition. • Suggest that students use a quick picture
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• Reteach 12.1 decimal 1 place
488 Florida’s Go Math! Grade 4 place
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4_mflese661061_c12l01.indd 488 31/03/21 3:55Write
AM the decimal shown by the model. The flat represents
when you move one decimal
place value to the right and Talk und
1 unit. Then model the decimal in another way. Tell which one decimal place value
patterns. Stude
Quick Check MTSS RtI
to the left.
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Possible answers are given. move from one
Chapter 12 • Lesson 1 488 a lesser decima
Quick Check MTSS RtI
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number of zer
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4_mflete661184_c12l01.indd 488 23/08/21 5:51 PM

you move to th

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

. If a student misses the checked problems 1.0; 1 flat 1.43; 14 longs 3 small cubes you move from
Model the decimal in two ways. Use the flat to represent 1.
Record by drawing a quick picture. Check students’ models. Possible answers are given.

Then Differentiate Instruction with

3 Expl
3. 2.1 4. 0.16 5. 3.9

• Reteach 12.1 , or
, or
, or

• Waggle MA.4.FR.1.2 488 Florida’s B.E.S.T. Go Math! Grade 4

Share and
The first probl
4_mflese661061_c12l01.indd 488 18/08/21 4:55 PM
model. Have s
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Students shou
provided in the Teacher Edition. Materials: base-ten blocks Quick Check o
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• Have students model the decimal 1.23 by using
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model the decimal in two different ways. In each If
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Chapter 12 • Lesson 1 488 • Suggest that students use a quick picture
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Possible answer:
23/08/21 5:51 PM

Options for on- or above-level students.

4_mflete661184_c12l01.indd 488
T28 Florida’s B.E.S.T. Go Math! Grade 3
ubtract Fractions Vocabulary Builder
Visualize It Connect to Vocabulary
Complete the bubble map using the words with a ✓. Have students complete the activities on this
Review Words
Possible answers: Associative Property page by working alone or with partners.
of Addition
Visualize It
PROGRAM TOUR
Check your understanding numerator
w of important skills.
Commutative
Property of The bubble map diagram is a semantic map
Addition
n that names the whole. ✓ denominator
of relationships among terms. The terms
fraction numerator, mixed number, denominator, and
✓ numerator
unit
fraction
mixed unit fraction are placed in the ovals because
fraction number ✓ unit fraction
5
_
5
_
Preview Words
they relate to fraction, which is in the center DO NOT EDIT--Changes must be made through “File info”
✓ mixed number circle. CorrectionKey=FL-B
names the shaded part.

Data-Driven Decision10Making
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-B
Understand Vocabulary DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-B
5.
denominator Students can enhance their understanding
2
_ 3
_
3
_ _
4 of key chapter vocabulary through the use
Chapter
of Name
the vocabulary cards. Have students cut Voca bula ry Builde r Go Online For more help

ction for the

Understand Vocabulary
Addoutand Subtract
the cards and create Fractions
their own deck of Vocabulary Builder
Write the word or phrase that matches the description. Visualize It Connect to Vocabulary
ded part. terms. You can use these cards to reinforce Complete the bubble map using the words with a ✓. Have students complete the activities on this
7.
shaded: __5
Use the chapter Show What You Know with the Lesson Quick
2
_
1. the number in a fraction that tells how many parts of the whole
or group are being considered
knowledge and reading across the content
areas.
Possible answers:

numerator
Review Words
Associative Property
of Addition
page by working alone or with partners.
Visualize It
Show What You Know Check your understanding
Commutative

Check and other formative assessments to diagnose students’

of important skills.
3
_ ___
numerator Property of The bubble map diagram is a semantic map
_ unshaded: __5 Addition
2. a number that names a part of a whole or part of a group Fractions Equal to 1 Write the fraction that names the whole. ✓ denominator
of relationships among terms. The terms

© Houghton Mifflin Harcourt Publishing Company • Image Credit: ©HMH

fraction numerator, mixed number, denominator, and

intervention levels throughout the chapter. Intervention options ___

fraction 1. 2. ✓ numerator
unit
fraction
mixed unit fraction are placed in the ovals because
fraction number ✓ unit fraction
4 5
_
4
_
_
5
_
Preview Words
they relate to fraction, which is in the center
3. an amount given as a whole number and a fraction
circle.
are provided at point of use when beginning each chapter,
✓ mixed number
ed
___
mixed number Parts of a Whole Write a fraction that names the shaded part.
m coal, Understand Vocabulary
r 3. 4. 5.
4. the number in a fraction that tells how many equal parts denominator Students can enhance their understanding

during lesson instruction, and in the chapter review.

m 1
_ 2
_ 3
_
_
8 3
_ _
4 of key chapter vocabulary through the use
er? are in the whole or in the group ___
denominator
of the vocabulary cards. Have students cut
Understand Vocabulary
5. a fraction that has a numerator of 1 ___
unit fraction Read and Write Fractions Write a fraction for the out the cards and create their own deck of
Write the word or phrase that matches the description.
shaded part. Write a fraction for the unshaded part. terms. You can use these cards to reinforce
1. the number in a fraction that tells how many parts of the whole
6. 4 School-Home
7. Letter is available
2 in knowledge and reading across the content
__ _ or group are being considered
Chapter 10 391 392 Florida’s B.E.S.T. Go Math! Grade 4 shaded: __12 shaded: __5 areas.
8 English and Spanish online3
__ _ and in ___
numerator
unshaded: __ 12 unshaded: __5
multiple other languages.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Corbis

2. a number that names a part of a whole or part of a group

© Houghton Mifflin Harcourt Publishing Company • Image Credit: ©HMH

.

18/08/21 4:16 PM 4_mflese661061_c10or.indd 392 18/08/21 4:16 PM

___
fraction

Intervention Options
al
the Re rld
MTSS RtI Response
MATH in
in the
to Intervention
Wo 3. an amount given as a whole number and a fraction
The electricity that powers our appliances is converted
___
mixed number
Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels.
from many sources of energy. About __ is made from coal,
about __ from natural gas, and about __ from nuclear 2
5
10
2
10 10 4. the number in a fraction that tells how many equal parts
power. About how much of our electricity comes from
If YES...then use sources other than coal, natural gas, or nuclear power? are in the whole or in the group ___
denominator
TIER 1 TIER 2 about __1
10 TIER 3 ENRICHMENT
INDEPENDENT 5. a fraction that has a numerator of 1 ___
unit fraction

ACTIVITIES Strategic Intervention Intensive Intervention Independent Activities

On-Level Intervention School-Home Letter is available in
Chapter 10 391 392 Florida’s B.E.S.T. Go Math! Grade 4
English and Spanish online and in
For students who are generally For students who need small- For students who need For students who successfully multiple other languages.
at grade level but need early group instruction to review one-on-one instruction to complete lessons, use: .

4_mflese661061_c10or.indd 391 18/08/21 4:16 PM 4_mflese661061_c10or.indd 392 18/08/21 4:16 PM

intervention with the lesson concepts and skills needed for build foundational skills for
concepts, use: the chapter, use: the chapter, use:
• Waggle Practice and Games Intervention Options MTSS RtI Response to Intervention

Grab Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels.
TM

and
• Reteach Prerequisite Skills Activities Prerequisite Skills Activities
3 3

If YES...then use
2 2

If NO...then Version 2.0

1 1

TIER 1 TIER 2 TIER 3 ENRICHMENT

• Waggle Tier 2 Activity Tier 3 Activity INDEPENDENT
3 3

INTERVENE
INTERVENE Differentiated Centers Kit
2 2
1 1

ACTIVITIES Strategic Intervention Intensive Intervention Independent Activities

3

Tier 1 Activity On-Level Intervention

• Ready for More Activity for
2
1

For students who are generally For students who need small- For students who need For students who successfully
every lesson
at grade level but need early group instruction to review one-on-one instruction to complete lessons, use:
• Enrich intervention with the lesson concepts and skills needed for build foundational skills for
• Waggle Practice and Games
DO NOT EDIT--Changes must be made through “File info” concepts, use: the chapter, use: the chapter, use:
DO NOT
Grab
TM

and
CorrectionKey=FL-B • Reteach
3
2
1
Prerequisite Skills Activities
3
2
1
Prerequisite Skills Activities
Version 2.0
Correct
• Waggle Tier 2 Activity Tier 3 Activity
3 3

Differentiated Centers Kit

2 2
1 1

3
2
1 Tier 1 Activity • Ready for More Activity for
every lesson

Chapter DO 392 must be made through "File info"

10NOT EDIT--Changes DO NOT EDIT--Changes must be made through "File info"
• Enrich DO NOT EDIT--Changes must be made th
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B

CHAPTER

12
Chapter

Chapter 12
Name 5. Max bought 2 used books and a guitar pick at a garage sale. The
4_mflete661184_c10co.indd 392 23/08/21 5:46 PM books cost $1.10 each, and the guitar pick cost $0.08.

Chapter Review Part A Chapter 10 392

DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-B Review DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-B 1. Circle all the numbers shown by the model. Max said he spent $3.00 at the garage sale. Do you agree with Max?
Explain.
14
___ 40
___ 1.4
10 10
4_mflete661184_c10co.indd 392 no; Possible explanation: $1.10 ∙ $1.10 ∙ $2.20 and $2.20 ∙ 23/08/21 5:46 PM
DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through
DO NOT
"File
EDIT--Changes
info" must be made through "File info"
4 $0.08 ∙ $2.28. Max added $0.80 to $2.20 instead of $0.08.
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B
1___

Summative Assessment
14 4.1
10
CHAPTER

12
Chapter

Chapter 12
Name 5. Max bought 2 used books and a guitar pick at a garage sale. The Name
books cost $1.10 each, and the guitar pick cost $0.08. 9. Cheyenne lives __
7 mile from school. A fraction in hundredths Part B
Use the Chapter Review to assess
10
2. Jung has one dollar and twenty-seven cents to buy a notebook.
Chapter Review Part A 7 is __
equal to __
70
___

Review
100 .
10
Which names this money amount as a number of dollars? Mark all Max wants to buy 2 more guitar picks that cost $0.15 each. He has
1. Circle all the numbers shown by the model. Max said he spent $3.00 at the garage sale. Do you agree with Max?
that apply. two dimes, 1 nickel, and 5 pennies. Does he have enough money
students’ progress in Chapter 12.
10. Write a decimal in tenths that is less than 2.42 but greater
Explain.
than 2.0.
14
___ 40
___ 1.4 for the guitar picks? Explain.
10 10
no; Possible explanation: $1.10 ∙ $1.10 ∙ $2.20 and $2.20 ∙ Possible answers: 2.4, 2.3, 2.2, or 2.1
_____________
A 12.7 D 1.27
4 $0.08 ∙ $2.28. Max added $0.80 to $2.20 instead of $0.08.
1___

Summative Assessment
14 4.1
10 27
1___ yes; Possible explanation: The total amount of money
You may want to review with
11. Kylee and two of her friends are at a museum. They find ten B 1.027 E
nickels and one dime on the ground. 100
Part B Max has is $0.30, and the cost of 2 guitar picks is $0.15 ∙
127
___
Use the Chapter Review to assess C F
2. Jung has one dollar and twenty-seven cents to buy a notebook. Part A $1.27 0.15 ∙ $0.30. Since $0.30 ∙ $0.30, Max has enough money
students the I Can statement for
Which names this money amount as a number of dollars? Mark all Max wants to buy 2 more guitar picks that cost $0.15 each. He has 10
that apply. two dimes, 1 nickel, and 5 pennies. Does he have enough money If Kylee and her friends share the money equally, how much will
students’ progress in Chapter 12. A 12.7 D 1.27
for the guitar picks? Explain. each person get? Explain how you found your answer. for the guitar picks.

the chapter.
27 $0.20; Possible explanation: Ten nickels and one dime
1___ yes; Possible explanation: The total amount of money
You may want to review with
B 1.027 E
are equal to $0.60. I can think of $0.60 as 6 dimes. When I
100
Max has is $0.30, and the cost of 2 guitar picks is $0.15 ∙ 3. For Problems 3a–3e, choose True or False for each statement.
6. Harrison rode his bike __
6 of a mile to the park. Shade the model.
C $1.27 F 127
___ divide 6 dimes equally, each person will receive 2 dimes,
0.15 ∙ $0.30. Since $0.30 ∙ $0.30, Max has enough money
students the I Can statement for
10
or $0.20. 10
for the guitar picks.
3a. 0.9 is equivalent to 0.90. ● True ● False Then write the decimal to show how far Harrison rode his bike.
the chapter. 3. For Problems 3a–3e, choose True or False for each statement.
6. Harrison rode his bike __
6 of a mile to the park. Shade the model.
2 .
3a. 0.9 is equivalent to 0.90. ● True ● False
10
Then write the decimal to show how far Harrison rode his bike.
Part B 3b. 0.20 is equivalent to ___ ● True ● False
100
2 . Kylee says that each person will receive __
2 of the money that was
3b. 0.20 is equivalent to ___ ● True ● False 10
80 is equivalent to __
8.
100 found. Do you agree? Explain.
3c. ___ ● True ● False
80 is equivalent to __
___ 8. 100 10
Harrison rode his bike __
0.6
3c. ● True ● False
100 10
Harrison rode his bike __
0.6 mile to the park. no; Possible explanation: Each person receives $0.20, mile to the park.
3d. 6 is equivalent to 0.60.
__ ● True ● False which is __
2 __
2
10 of a dollar, not 10 of the money that was found. 3d. 6 is equivalent to 0.60.
__ ● True ● False
10
3 .
Since there are 3 people who share the money equally, 10
3e. 0.3 is equivalent to ___ ● True ● False 7. Amaldo spent ___
88 of a dollar on a souvenir pencil from Zion
100 each person will receive 1_3 of the money.
100
National Park in Utah. What is ___
88 written as a decimal in terms
100 3e. 3 .
0.3 is equivalent to ___ ● True ● False 7. Amaldo spent ___
88 of a dollar on a souvenir pencil from Zion
of dollars? 100 100
4. Which shows 0.46, 4.6, 0.64, 0.06 in order from least to greatest? 0.88 12. Shade the model to show 1 ___
52 . Then write the mixed number in National Park in Utah. What is ___
88 written as a decimal in terms
100
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

100
of dollars?

You can use the Chapter Review to assess students’

A decimal form.
4.6, 0.64, 0.46, 0.06
8. Tran has $8.85. He is saving for a video game that costs $8.95.
B 0.06, 0.46, 4.6, 0.64
4. Which shows 0.46, 4.6, 0.64, 0.06 in order from least to greatest? 0.88
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Tran needs __
$0.10 more to have enough money for the game.
C 0.06, 0.46, 0.64, 4.6

D 0.64, 0.46, 0.06, 4.6 A 4.6, 0.64, 0.46, 0.06

progress, and then use item information to plan

1.52 8. Tran has $8.85. He is saving for a video game that costs $8.95.
Go Online For more help Chapter 12 535 536 Florida’s B.E.S.T. Go Math! Grade 4
B 0.06, 0.46,
537
Chapter 12
4.6, 0.64
Tran needs __
$0.10 more to have enough money for the game.
C 0.06, 0.46, 0.64, 4.6
4_mflese661061_c12r.indd 535 4_mflese661061_c12r.indd 536
18/08/21 5:03 PM 19/08/21 1:20 PM 4_mflese661061_c12r.indd 537 18/08/21 5:04 PM

DO NOT EDIT--Changes must be made through "File info"

D 0.64, 0.46, 0.06, 4.6

intervention resources—ensuring students are ready

CorrectionKey=FL-B

Name
17. Hoshi is making a toy car. The body of the car is __
5 meter high. The Go Online For more help Chapter 12 535 536 Florida’s B.E.S.T. Go Math! Grade 4
10

Waggle before moving on to the next chapter.

wheels add another ___ 18 meter to the height. What is the height of
100

Online, Data-Driven Decision Making MTSS RtI

the toy car after the wheels are added? Choose a number from
each column to complete an equation to solve.
5
___ 18
___ 68
__
100 100 10 4_mflese661061_c12r.indd 535 4_mflese661061_c12r.indd 536
18/08/21 5:03 PM 19/08/21 1:20 PM

Based on the results of the Chapter Review, use the following 5 + ___
__
10
18 =
100
15
___
100
+ 81
___
100
= 23
___
100
meter high
50
___ 18
__ 68
___
resources to review skills. 100 10 100

18. Callie drew a quick picture to represent the questions she

answered correctly on a test. What decimal does the model
Florida’s B.E.S.T. show??
Item Lesson Content Focus Intervene With
Standards

Waggle
18, 21 12.1 Model tenths and hundredths. ● MA.4.FR.1.2 Reteach 12.1, Waggle MA.4.FR.1.2

Online, Data-Driven Decision Making MTSS RtI

represents 0.81

2, 8, 11A, Translate among representations of fractions, decimals, and 19. For Problems 19a–19f, choose True or False for the inequality.

11B, 15 12.5 money. ● MA.4.FR.1.2 Reteach 12.5, Waggle MA.4.FR.1.2 19a. 0.21 < 0.27 ● True ● False

19b. 0.4 > 0.45 ● True ● False

7, 12, 14, 12.3 Record hundredths as fractions and as decimals. ● MA.4.FR.1.2 Reteach 12.3, Waggle MA.4.FR.1.2
Based on the results of the Chapter Review, use the following 19c. $3.21 > $0.2 ● True ● False

20B 19d. 1.9 < 1.90 ● True ● False

resources to review skills. 19e. 0.41 = 0.14

19f. 6.2 > 6.02

● True

● True
● False

● False
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

3, 9, 22B 12.4 Record tenths and hundredths as fractions and decimals. ● MA.4.FR.1.1 Reteach 12.4, Waggle MA.4.FR.1.1 20. For Problems 20a and 20b, fill in the number.
1 more than 3.24 _
20a. __ 3.34
10
1 less than 3.24 _
20b. ___ 3.23
4, 10 12.8 Order decimals using benchmarks. ● MA.4.NSO.1.5 Reteach 12.8, Waggle MA.4.NSO.1.5
Florida’s B.E.S.T.
100

Item Lesson Content Focus Intervene With

5A, 5B, 13A,
12.6 Add fractions when the denominators are 10 or 100. ● MA.4.FR.1.1 Reteach 12.6, Waggle MA.4.FR.1.1
Chapter 12 539
Standards
13B, 17
4_mflese661061_c12r.indd 539 19/08/21 1:20 PM

19, 22A, 22C 12.7 Compare decimals to hundredths by reasoning about their size. ● MA.4.NSO.1.5 Reteach 12.7, Waggle MA.4.NSO.1.5
18, 21 12.1 Model tenths and hundredths. ● MA.4.FR.1.2 Reteach 12.1, Waggle MA.4.FR.1.2
● MA.4.FR.1.2
1, 6, 16, 20a 12.2 Record tenths as fractions and decimals. Reteach 12.2, Waggle MA.4.FR.1.2
● MA.4.NSP.2.6
2, 8, 11A, 12.5 Translate among representations of fractions, decimals, and ● MA.4.FR.1.2 Reteach 12.5, Waggle MA.4.FR.1.2
11B, 15 money.

7, 12, 14, 12.3 Record hundredths as fractions and as decimals. ● MA.4.FR.1.2 Reteach 12.3, Waggle MA.4.FR.1.2
20B
535–536 Florida’s B.E.S.T. Go Math! Grade 4
3, 9, 22B 12.4 Record tenths and hundredths as fractions and decimals. ● MA.4.FR.1.1 Reteach 12.4, Waggle MA.4.FR.1.1 © Houghton Mifflin Harcourt Publishing Company

4_mflete661184_c12cr.indd 536
4, 10 12.8
23/08/21 5:48 PM
Order decimals using benchmarks. ● MA.4.NSO.1.5 Reteach 12.8, Waggle MA.4.NSO.1.5

5A, 5B, 13A,

12.6 Add fractions when the denominators are 10 or 100. ● MA.4.FR.1.1 Reteach 12.6, Waggle MA.4.FR.1.1
13B, 17

19, 22A, 22C 12.7 Compare decimals to hundredths by reasoning about their size. ● MA.4.NSO.1.5 Reteach 12.7, Waggle MA.4.NSO.1.5

● MA.4.FR.1.2
1, 6, 16, 20a 12.2 Record tenths as fractions and decimals. Reteach 12.2, Waggle MA.4.FR.1.2
● MA.4.NSP.2.6

Program Tour   T29

535–536 Florida’s B.E.S.T. Go Math! Grade 4
PROGRAM TOUR

FOCUSING ON THE WHOLE CHILD

Waggle ®

Go Math! with Waggle combines child-centered instruction with powerful

personalization, immersing students in rigorous, skills-based practice that assesses
knowledge in real time.

Waggle provides flexibility in and out of the classroom. Teachers can leverage HMH
Growth Measure to place children on personalized pathways of skills-based
instruction and practice, or choose the assignments that extend their instruction.

Waggle and Go Math! are two of the HMH solutions connected by HMH Growth
Measure on Ed.

Can I really fit all

of this into my
math block?
• Plan for children to use Waggle for 20 minutes 2–3 times per week.
• You can incorporate Waggle into rotations for targeted learning.
• You can use Waggle to extend learning outside of your scheduled
math block.
• You can find Waggle content by standard, Growth Measure data, or
the Go Math! table of contents inside Waggle.

HISPANIC FEMALE
Learning Model
Prepare + Learn Reflect on Learning Extend
Learning

Engage + Explore Explain Elaborate Evaluate Independent

5-15 min./task 2-3 Rotations/week 5 min/task 15-20 min/day Practice
15-20 min./day

Independent
Interactive Adaptive Options:
Options: Options: Practice Practice • Practice &
• Spark Your • Unlock the with Waggle Options:
Homework
Learning Problem pages
• Essential • Spiral
• Problem • Think 15-20 Math on the Question Review
of the Day Smarter min./ Spot Videos • Exit Ticket
• Fluency Strategy rotation
• Journal or
Builder • Try This!
Writing
• Common Waggle
Errors Guided Collaborative 20 min.
Practice 2-3 times/
Groups week

Chapter Review Spiral Review/

or Chapter Test Mid-Chapter Checkpoint

After last lesson

T30 Florida’s B.E.S.T. Go Math! Grade 3

 PROGRAM TOUR

How does
Waggle work? • Waggle practice activities are designed to follow core instruction and
assess proficiency.
• Waggle learning activities combine instruction, practice, and formative
assessments to accelerate learning.
• Waggle identifies skill gaps as children work through practice and
learning activities.
• Waggle formative assessments inform personalized pathways for
children and insights for teachers.

CAUCASIAN MALE

How do I decide
what to assign my
children in Waggle? • Do you want to take full advantage of personalized pathways for your
children? Then use Waggle's Growth Measure-powered auto-assign.
With auto-assign, children progress down their own learning path
based on skill gaps and priority standards.
• Do you want to choose the assignments yourself? You can preview
Waggle content by Go Math! lessons, standard, or skill and select the
assignment that best fits your class or student.

AA MALE

Waggle Activities What They Are When to Use Them

Skills Boosts • short, five-question exercises Assign Skill Boosts before instruction
• same questions for all students for a quick assessment of each student's
• target a single skill understanding of a particular skill. Assign Skill
• formative assessment Boosts after instruction for a brief check of
understanding.

Learning Goals • dynamic and adaptive practice Assign Learning Goals when you want
• personalized path for each student students to follow a personalized path to
• target several related skills reach proficiency. These can be used for
• provide scaffolded hints and personalized enrichment or reteaching support.
feedback

Lessons • automatically triggered when a student Lessons will automatically be assigned to

struggles in a Learning Goal students struggling with a Learning Goal.
• teach and model individual skills They can also be assigned manually when
• conclude with a five-item skill check for students need reintroductions or refreshers
students to apply what they have learned with certain skills. .

Games • focus on fluency Assign Games for fluency practice.

• fun, trackable practice
• utilize an item generator for unlimited,
skill-based gameplay

Program Tour   T31

 PROGRAM TOUR

FOCUSING ON THE WHOLE STUDENT

In addition to Waggle®,
how does Go Math!
support all learners? Targeted Learning
With Go Math! no one feels left out. Practical, point-of-use support is
built into each lesson so that all learners—early finishers, gifted and
talented learners, and those needing extra support or intervention—
can all achieve success.

Select among our differentiation and small-group instruction

options to reteach or extend instruction and to provide targeted

GO Math!® Learning Model with Waggle® learning opportunities.

45-minute instructional block for 1 day or 90 minutes for 2 days

REDNEGSNART

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Nature
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Walk
Explain
A M e l o dy
Engage in Fractions
whole note
half note
quarter note
Explore Elaborate Evaluate
eighth note

2-3 rotations per week

sixteenth note

1726873

Independent Adaptive
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by April Reign
1-73073
illustrated by Stephen Lewis

Practice Practice with

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by Ellen Philips
illustrated by Nancy Lane

Waggle
Direct Instruction Direct Instruction
Reflect on Assessment and
& Guided & Guided
Learning Data Insights
Practice Practice

Guided Collaborative
5-10 min. 5-15 min./task Practice Groups 5 min./task 15-20 min./day

T32 Florida’s B.E.S.T. Go Math! Grade 3

 PROGRAM TOUR

How can I ensure

students are engaged
in their own progress? Helping Students Track Progress
Students can track their own learning progression using the
Mathematical Thinking & Reasoning Standards rubrics. These rubrics
give learners regular opportunities for reflection and self-evaluation.
Look for the MTR icon to highlight opportunities throughout the lesson.

Math Journal prompts in the Evaluate section of the lesson provide

opportunities for learners to write math.

HISPANIC MALE

DO NOT EDIT--Changes must be made through “File info” DODONOT

NOTEDIT--Changes
EDIT--Changesmust
mustbe
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made through “Fileinfo”
info”
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CorrectionKey=FL-B

DO NOT EDIT--Changes must be made through “File info”

DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-B

FLORIDA’S B.E.S.T. CorrectionKey=FL-B

Mathematical Thinking & Reasoning Standards DO NOT EDIT--Changes must be made
Problem Solving • Applications
Problem Solving
through “File info” Real
CorrectionKey=FL-B Choose the correct answer. Applications World
My Progress Rubric 15. Count forward. Which numbers come next? MTR 5.1 Use patterns and structure.
Check each box that has a true statement. 115, 116,
Problem 15 Children use a pattern to
—, —, —, — identify the next four numbers.
Problem Solving • Applications
● 17, 18, 19, 20 MTR 7.1 Apply mathematics to real-world
MTR Engage in discussions that reflect on the mathematical 117, 118, 119, 120 Problem Solving
contexts. Real
World
●
4.1 thinking of self and others. Choose the correct ●answer.
7, 8, 9, 10 Applications
Problem 16 Children count forward to solve
a real-world problem.
LEVEL MY STATEMENT MY PROGRESS
15. Count forward.3Which numbers
marbles on come
the table. Count next?
forward
16. A jar has 97 marbles in it. There are
fluency.
MTR
MTR 3.1 Complete tasks
5.1with
Use patterns and
structure.
mathematical

I Can talk about my own as you put each marble in the jar. Problems 17 Problem 15 count
and 18 Children Children
forward use
a pattern to
mathematical thinking. 115, 116, — — — — , marbles, are in the ,jar?
How many to find the unknown numbers.
identify the next four numbers.
● 100 ● 99 ● 93

1 ● 17, 18, 19, 20 MTR 7.1 Apply mathematics to real-world

I Can listen to the mathematical thinking ●
17. Some of the numbers are not shown.
117, 118, 119, 120 Write the numbers
Count forward. 5 Evaluate Formative
contexts.
Assessment
that are not shown.
of others. ● 7, 8, 9, 10 Problem 16 Children count forward to solve
31 32 33 34 35 36 I Can a real-world problem.
Have children explain to a partner in their
16. A jar has 97 marbles in it. There are MTR 3.1 Complete
own words how to demonstrate tasks with mathematical
the skill for
18. Count forward. What number is the I Can statement.
3 marbles on the
nottable.
shown? Count forward fluency.
© Houghton Mifflin Harcourt Publishing Company

I can use a counting pattern to help me count

as you put each107,
marble in the
108, 109, jar.
, 111 to 120 by . . Problems 17 pattern
. using the same counting andwhen 18I Children count forward
2
—
I Can recognize math errors when I hear them. count from 101 to 120 as I use when I count from 1 to 20.
How many marbles
● 100
are in the jar?
● 110 ● 101 to find the unknown numbers.
I just say one hundred before each number.

● 100 ● 99
TAKE HOME ACTIVITY • Take a walk with your ●
child. Count aloud together as you take 120 steps.
93 Math Journal Math
10 Florida's B.E.S.T. Go Math! Grade 1 Explain the pattern you use to count from 107
17. Some of the numbers are not shown.
Count forward. Write the numbers
DIFFERENTIATED INSTRUCTION • Independent Activities
1_mflese660880_c01l01.indd 10 15/07/21 11:53 AM
to 112.
5 Evaluate Formative
Assessment
that are not shown.
3 I Can suggest ways to correct math errors.
33Grab34an
TM

31 32
d
35 36 I Can
Version 2.0
Differentiated Centers Kit
Have children explain to a partner in their
own words how to demonstrate the skill for
18. Count forward. What number is
Tabletop Flipchart Readers the I Can statement.
not shown?
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Mini-lessons for reteaching With Lexile® scores

to targeted small groups
I can use a counting pattern to help me count
107, 108, 109, —, 111 to 120 by . . . using the same counting pattern when I
I Can describe why one strategy or solution is count from 101 to 120 as I use when I count from 1 to 20.
4 better than another for a given task. ● 100
Games
●math content
Reinforce 110
Activities
● 101
Meaningful and fun I just say one hundred before each number.
and vocabulary math practice

TAKE HOME ACTIVITY • Take a walk with your

Math
child. Count aloud together as you take 120 steps.
Math Journal
10 Florida's B.E.S.T. Go Math! Grade 1 Explain the pattern you use to count from 107
M4 Florida’s B.E.S.T. Go Math! Grade 4 to 112.
Chapter 1 • Lesson 1 10
1_mflese660880_c01l01.indd 10 15/07/21 11:53 AM

DIFFERENTIATED INSTRUCTION • Independent Activities

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Grab
TM

and
Version 2.0
Differentiated Centers Kit
Program Tour   T33
Tabletop Flipchart Readers
Mini-lessons for reteaching With Lexile® scores
to targeted small groups
PROGRAM TOUR

Supporting Multilingual Learners

The Florida’s B.E.S.T. Go Math! program includes print and online resources
based on WIDA Language Support levels to provide examples of differentiated
questions and strategies for multilingual learners.

Chapter-Level Language Support

The instruction highlights key academic vocabulary as well as language routines.
The language routines provide opportunities for students to develop their
understanding of mathematical language and concepts by listening, speaking,
reading, and writing.

DO NOT EDIT--Changes must be made through “File info” DO NOT

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mustmust
be made
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through
through
“File“File
info”info”
CorrectionKey=FL-A CorrectionKey=FL-A
CorrectionKey=FL-A

CHAPTER 13 Strategies for

Multilingual Learners
In This Chapter
Assessing your student’s understanding of mathematical concepts can be done by listening,
speaking, reading, and writing. The level of support a student needs determines how best
to assess that student’s understanding of mathematical concepts and will help meet the
Key Academic Vocabulary
needs of all your students.
Current Development • Vocabulary
denominator, eighths, equal parts, fourths, fraction, fraction greater than 1, halves, numerator, sixths, thirds,
unit fraction, whole
Planning for Instruction
Using Language Routines to Develop Understanding
Substantial Moderate Light Language routines provide opportunities for students to develop an understanding of
Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)* mathematical language and concepts by listening, speaking, reading, and writing. More
information on these language routines can be found on the Language Support Cards.
Student’s Use of • uses single words • uses single words • uses a variety of
Language sentences
• uses common short • uses some academic Stronger and Clearer Each Time
phrases vocabulary • uses academic vocabulary
1 Students show their thinking with math tools and visuals.
• heavily relies on visual • relies on visual supports • benefits from 2 Students share their thinking and receive feedback with a partner or a group.
supports and use of and use of manipulatives visual supports and
3 Students revoice feedback and revise their work.
manipulatives manipulatives

Substantial Moderate Light

Ways to Assess Listening: points to Listening: matches, Listening: draws Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*
Understanding pictures, words, or phrases categorizes, or sequences conclusions and makes
to answer questions information based on connections based on Language Routine 1 Students can show their 1 Students can show their 1 Students can show their
visuals what they heard Differentiation thinking using visuals thinking using words thinking using words
Speaking: answers yes/no
and/or manipulatives. and/or visuals. and visuals.
questions Speaking: begins to Speaking: explains and
explain reasoning, asks justifies concepts and 2 Students can answer 2 Students can verbally 2 Students can use
Reading: matches symbols
math questions, repeats solutions yes/no or single-word- communicate with their academic vocabulary to
to math terms and
explanations from peers answer questions partner or group using verbally communicate
concepts Reading: understands
about their reasoning. visual representations to with their partner or
Reading: identifies information in math
Writing: draws a visual Allow students to rely support their reasoning. group.
important information to contexts
representation of a heavily on their visual
solve a problem 3 Students repeat 3 Students revoice
problem Writing: completes representations.
feedback and revise feedback and revise
Writing: uses simple sentences using some
3 Students revise their their work. their work.
sentences and visual academic vocabulary
work based on feedback.
representations
Possible Show the fraction as Write the fraction.
Student Work shaded parts: 1
6
1
6
1
6
1
6
1
6
1
6
* For more information on WIDA Standards, visit their website at:
Total number of parts: 8
https://wida.wisc.edu/. 0 2
__ 5
__ 6
6 6
3
Shaded parts:
3
__
Fraction: 8

• Look for strategies throughout the lesson to

support multilingual learners. 3
6
• Log on to ED to find additional multilingual
activities and Vocabulary Cards. * For more information on WIDA Standards, visit their website at:
https://wida.wisc.edu/.

573G Florida’s B.E.S.T. Go Math! Grade 3 Chapter 13 573H

3_mflete661160_c13ml.indd 7 19/04/21 1:37 PM 3_mflete661160_c13ml.indd 8 19/04/21 1:37 PM

Planning for Instruction Key Academic Vocabulary

Understanding the level of language support needed Multilingual learners are most successful when they learn
by your students is an important step in planning key mathematical vocabulary throughout the lessons.
differentiation. The Planning for Instruction chart at the
Use the Language Routine Differentiations and Possible
start of each chapter helps you explore your students’
Student Work as a guide to better assess student's
current WIDA levels.
understanding of mathematical concepts based on their
current level of language proficiency.

T34 Florida’s B.E.S.T. Go Math! Grade 3

hem add mentally. Reef Lighthouse is the farthest east.

the expression have a What is the distance from the Dry Tortugas Lighthouse
you know? __5 __
5
10 + 10 ;
to the Alligator Reef Lighthouse, traveling between the
four lighthouses?
PROGRAM TOUR

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Andreis Marcenko/Shutterstock

Use the properties to order and group.
onableness of solutions.
5 + 43 ___
Add. 70 ___ 6 + 34 ___
5
e mixed numbers with 10 10 10 Use the Commutative
5
70__ 5
34__ 6
43__
Property to order the
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
how do you know if you 5 + 43 ___
70 ___
10
6 + 34 ___
10
5 =
10
_10 + _10 + _
10 addends so that theCorrectionKey=FL-A
fractions CorrectionKey=FL-A
with a sum of 1 are together.
oup the addends so that
Lesson-Level Language= (Support
DO NOT EDIT--Changes must be made through “File info”
5
70___ 5
34__ 6
43__ Use the Associative Property CorrectionKey=FL-A

a sum of 1 are together? _ + _) + _ 10 10 10 LESSON 10.7

to group the addends that
CHAPTER 10
you can add mentally.
f the sum of any two 6
Name Lesson 7
43__
= (_
105 ) + _ Add the grouped numbers,
2 Explore
Florida’s B.E.S.T.

Every lesson of Florida's B.E.S.T. Go Math! 10 Use Properties of Addition

enominator of the fractions. and then add the other I Can add fractions with like denominators using the
● Fractions 4.FR.2.2
● Algebraic Reasoning 4.AR.1.2
● Mathematical Thinking & Reasoning
mixed number. properties of addition.
MTR.3.1, MTR.4.1, MTR.5.1, MTR.6.1,

scussions on 148 6
MTR.7.1
__
includes multilingual support. = These are
CONNECT The Associative and Commutative Properties of Addition
_ 10 Write the sum. Connect can help you group and order addends to find sums mentally. You can

inking.
use mental math to combine fractions that have a sum of 1.
Remind students of the definitions of each • The Commutative Property of Addition states that when
So, the distance from the Dry Tortugas Lighthouse to the property they will use in this lesson. It may the order of two addends is changed, the sum is the

rst step changeindicated

if 70 __
5
by . Reef Lighthouse, traveling between the four lighthouses, help to discuss the common meanings of same. For example, 4 + 5 = 5 + 4.

10 Alligator commute and associate. • The Associative Property of Addition states that when the

6 Real grouping of addends is changed, the sum is the same. For

Possible answer: I would not 148__ Unlock the Problem World example, (5 + 8) + 4 = 5 + (8 + 4).
is _ 10 miles.
tative Property first because How can you find the distance between
lighthouses in the Florida Keys? Read the
UNLOCK the Problem Real
World

1, which is easy to add mentally. Go Online For more help Chapter 10 • Lesson 7 problem to find out.
429 The map shows four lighthouses in the Florida Keys
and their distances apart in miles. The Dry Tortugas
Encourage students to think about how the Lighthouse is the farthest west, and the Alligator
properties can help them add mentally. Reef Lighthouse is the farthest east.

• Which fractions in the expression have a What is the distance from the Dry Tortugas Lighthouse
sum of 1? How do you know? __ 5 __
5
10 + 10 ;
to the Alligator Reef Lighthouse, traveling between the
__ four lighthouses?
4_mflese661061_c10l07.indd 429 5 + 5 =3:55
31/03/21 and 10
10 AM 10 =1

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Andreis Marcenko/Shutterstock

Use the properties to order and group.
MTR 6.1 Assess reasonableness of solutions. 5 + 43 ___
6 + 34 ___
5
Add. 70 ___
• When adding three mixed numbers with 10 10 10 Use the Commutative
5
70__ 5
34__ 6
43__
Property to order the
like denominators, how do you know if you 5 + 43 ___
70 ___ 6 + 34 ___
5 = _10 + _10 + _
10 addends so that the fractions

Multilingual Support
10 10 10 with a sum of 1 are together.
can reorder or regroup the addends so that 5 5 6
70___ 34__ 43__ Use the Associative Property
the fractions with a sum of 1 are together? = (_ 10 + _ 10 ) + _ 10 to group the addends that
you can add mentally.
Possible answer: Check if the sum of any two 6
__
43 Add the grouped numbers,
numerators equals the denominator of the fractions. = (_
105 ) + _ 10
and then add the other

STRATEGY: Develop Meanings

mixed number.
MTR 4.1 Engage in discussions on 148
=_ 10
6
__
Write the sum.
mathematical thinking.
So, the distance from the Dry Tortugas Lighthouse to the
• How would your first step change if 70 __ 5
The terms Commutative Property of Addition and Associative was 70 __
4
10
10 instead? Possible answer: I would not
Alligator Reef Lighthouse, traveling between the four lighthouses,

is _
6
148__
10 miles.

Property of Addition may be unfamiliar academic words.

need to use the Commutative Property first because
__
4 __
6
10 + 10 make a sum of 1, which is easy to add mentally. Go Online For more help Chapter 10 • Lesson 7 429

• Write both terms on the board. 4_mflese661061_c10l07.indd 429 31/03/21 3:55 AM

• Have students draw cars driving around. Tell them the cars are Multilingual Support
commuting. Have them write Commutative Property of Addition STRATEGY: Develop Meanings
under the picture and write an example of it. The terms Commutative Property of Addition and Associative
Property of Addition may be unfamiliar academic words.
• Then have students draw people they associate (socialize) with. • Write both terms on the board.
• Have students draw cars driving around. Tell them the cars are
Tell them the people are associating, or are spending time commuting. Have them write Commutative Property of Addition

together in a group. Have them write Associative Property of under the picture and write an example of it.
• Then have students draw people they associate (socialize) with.
Addition under the picture and write an example of it. Tell them the people are associating, or are spending time
together in a group. Have them write Associative Property of
Addition under the picture and write an example of it.

Students can access a Glossary in their 429 Florida’s B.E.S.T. Go Math! Grade 4

Student Editions, an Interactive Glossary

4_mflete661184_c10l07.indd 429 4/16/21 5:18 PM

T. Go Math! Grade 4 online, as well as a Multilingual Glossary

available in ten languages.

4/16/21 5:18 PM

Language Routines
Integrating Language Routines Into Instruction

Language Routines Cards help teachers develop student From the Classroom
Grades 3–5

reasoning and discourse during instruction. PRESENT Ms. G: Look up here [directing students to look at the board where she has written: For any
square, the area and perimeter are the same]. Do you agree or disagree? Study this individually,
writing down any questions, ideas, or reasoning that you have about it. Try to use complete
sentences.

THREE READS
PREPARE Students Pre-Write
[Ms. G pauses for a full minute while students write their thoughts.]

Think Time

Students read a problem three times with a specific focus Ms. G: In a moment, you will partner up to discuss if you agree or disagree and why. You won’t
take your papers with you, so pause now and study your notes.

each time: PARTNER Structured Pairing

Ms. G: To start, you will partner up. When you talk with your partner, explain your ideas like a
mathematician, and partners ask questions to clarify. It is important to be clear in your
explanations. The purpose is to borrow ideas from your partner to make your argument stronger
and clearer.

1. Read What is the problem about? Integrating Language Routines

In Pairs
Ms. G: Find your first partner, and start your discussion.

2. Read What do each of the numbers describe? Into Instruction [Ms. G circulates while students discuss and listen for common justifications. After one minute,
she signals for students to switch listener/speaker roles.]
Stronger and Clearer Each Time
3. Read What math questions could you ask about the problem? Rotate Partners
Mathematical understandings and language competence develop interdependently.
Ms. G: Rotate to a new partner, and repeat the sharing and listening. Incorporate ideas you heard
When students discuss mathematical ideas with one another, they strengthen and
as you make your arguments stronger and clearer.
clarify their academic thoughts.
[Ms. G circulates again while students discuss and listen for common justifications. She has

CRITIQUE, CORRECT, AND CLARIFY Language Routine: Stronger and Clearer Each Time
students switch one more time for a total of three partner discussions.]

PROCESS Post-Write
Grades 3–5

• Students analyze an incorrect explanation or solution.

Ms. G: Head back to your seats. You have 2 minutes to revise your original argument. Take things
This routine is well-suited for circumstances that call for students to construct a
you heard from your partners, and strengthen and clarify your original thoughts.
mathematical argument or defend an idea. Each time students talk with partners,
they build from and borrow the ideas and language of previous partners.
Compare

• Students work with a partner or small group to identify the error. Routine
Ms. G: Now that you’ve refined your arguments, look at what you first wrote and your final draft.
What do you notice?

• Students work together to correct the sample work.

PRESENT Teacher poses a problem/question to students Raaqim: In my first draft, I said that it was not true because I tried squares with side lengths of 2
PREPARE Students Pre-Write and 6. When I was talking with my second partner, she said it was true because she tested out a
square that has a side length of 4. I decided to change my final draft to say that it is not always true.
• Students study the problem individually, writing down any questions or ideas/reasoning about how to solve
the problem, using complete sentences if possible. [Ms. G continues to facilitate the class discussion. Students share how their arguments are
• Scaffolding: Provide sentence frames or a skeletal paragraph framework toimproved after their
support students withpartner
the discussions.]

STRONGER AND CLEARER EACH TIME

language structures, while leaving room for their independent mathematical reasoning.

Think Time
• Provide a minute for students to think about what they will say to their first partner, considering what they

• Students show their thinking with math tools and visuals.

© Houghton Mifflin Harcourt Publishing Company
are currently doing (or did) to solve the problem.
• Students cannot look at what they wrote during their partner conversations.

PARTNER STRUCTURED PAIRING:

• Students share their thinking and receive feedback with a Students

PARTNER ROTATIONS
Teacher
• Listener asks clarifying questions, especially related • Circulates and listens during student discussions

partner or a group. to justifying (Why did you do that?).

• Partners switch roles. Each person shares and each
person listens, asking clarifying questions.
• Prompts students at each turn to emphasize
strength (focus on math concepts and skills) or
clarity (how to describe the math to others)

• Students revoice feedback and revise their work. PROCESS

• Rotate to additional partners, strengthening and
clarifying their ideas each time

Post-Write
• Removes scaffolds with each successive pairing to
build student independence

• Students return to seats and write down their final explanations using sentences or drawings supported
with sentences.

COMPARE AND CONTRAST Compare

• Students analyze their pre-writes and post-writes, noticing how their ideas were strengthened and/or
clarified during partner discussions.

Students share their work with a partner to compare and (continued)

contrast their strategies. © Houghton Mifflin Harcourt Publishing Company

Program Tour   T35

PROGRAM TOUR

Manipulatives and Tools

Florida’s B.E.S.T. Go Math! provides opportunities for students to choose manipulatives
and tools to make sense of mathematics and express relationships. Flexible concrete
and digital tools help students connect concepts to procedures and adapt their
representations to different mathematical contexts.
By seeing how students choose tools and which tools they choose, teachers also gain
insight into the connections they’re making.
In Florida’s B.E.S.T. Go Math!, students have access to manipulatives for hands-on
exploration, as well as digital manipulatives to supplement and extend that exploration.
Both concrete and digital manipulatives support them in making sense of situations,
solving problems, and checking their reasoning.

Students continue to build confidence and fluency with

operations and their relationships to each other and to
understand mathematical properties as tools.

Students experiment with a wide range of physical and visual

representations of numbers and operations, including
grouping, arrays, and number lines. Models like base ten blocks
provide an ongoing foundation for students as they deepen
their understanding of place value. The base ten number
system becomes a flexible, extensible way to model their world.

T36 Florida’s B.E.S.T. Go Math! Grade 3

 PROGRAM TOUR

Students use both measurement and modeling to

understand a variety of units and to solve problems.
Students explore the many ways fractions can be
represented and can represent situations in the world.

Grab
TM

and
Version 2.0
Differentiated Centers Kit They extend their understanding
of shapes and the language they use
Manipulatives are included in your to describe them, connecting that language with the
Grab & Go kits. Kit contents are tailored to
different properties of shapes, how they relate,
address the needs for each grade and may
and how to measure them.
not be identical to what is shown here.
Program Tour   T37
PROGRAM TOUR

Assessments to Drive Classroom Instruction

Use a range of formative and summative assessments to measure students’
understanding as they develop mastery of the B.E.S.T. standards.

Grade-Level Assessments
Resource Assessment Features/Purpose Formats

HMH Student Summative • Administered 3 times per year using items aligned to Florida’s B.E.S.T. • Computer-adaptive digital
Growth Standards assessment
Growth
Measure Measure• Monitors student growth over time • All items are multiple
40 minutes • Provides data reports to guide instructional decisions choice
• Produces a Quantile Score grade level expectation against Florida
State Assessments
Beginning/ Diagnostic/ • Administered at the beginning, middle, or end of the school year • PDF (Assessment Guide)
Middle/End of Summative • All items aligned to the Florida’s B.E.S.T. Standards
Year Test • Measures mastery of content taught in Go Math!
40 minutes • Individual Record Forms show standards alignment, DOK, and
intervention options for each item
Prerequisite Diagnostic • Administered at the beginning of the school year • PDF (Assessment Guide)
Skills Inventory • Assess core precursor skills associated with on-grade success • FSA-based item types
40 minutes • Review/intervention students may need to be successful in learning
grade-level standards
• Individual Record Forms show standards alignment, DOK, and
intervention options for each item

Performance Performance • Assess students' ability to use what they have learned to solve • PDF (Assessment Guide)
Tasks Assessment everyday problems • Constructed response
30–40 minutes (Formative/ • Include a rubric for scoring purposes format only
Summative) • Individual Record Forms show standards alignment, DOK, and
intervention options for each item

Chapter-Level Assessments
Resource Assessment Features/Purpose Formats

Show What Diagnostic • Administered at the beginning of the chapter • Student Edition
You Know • Assess prior knowledge from previous grades and content taught • Mostly short answer items
20 minutes earlier in the grade
• Intervention and individualized instructional recommendations are
provided
Chapter Summative/ • Administered at the end of the chapter • Student Edition
Review Formative • Evaluates students' mastery of concept and skills taught in the
20 minutes module.
• Hints and corrective feedback are available for all items
• All items aligned to content based on Florida’s B.E.S.T. standards
Chapter Test Summative/ • Administered at the end of the chapter • Digital/interactive
30–40 minutes Formative • Evaluates students' mastery of concept and skills taught in the • PDF (Assessment Guide)
chapter. • FSA-based item types
• English and Spanish

Growth
T38 Florida’s B.E.S.T. Go Math! Grade 3 Measure
 PROGRAM TOUR

Lesson-Level Assessments
Resource Assessment Features/Purpose Formats

Explain/Share Formative • Formative assessment in every lesson • Interactive Student Edition

and Show • Teachers use data to determine which students need • Print Student Edition
15-20 minutes additional small-group support and which students can • Mostly short answer items
continue on to independent practice or math center
challenges
Elaborate/ Formative • As the lesson concludes, evaluates students’ mastery of • Interactive Student Edition
On Your Own concepts and skills taught in the lesson. • Print Student Edition
10 minutes • Includes step-by-step methods for students to solve problems • Mix of item types from the lesson
• All items aligned to Florida’s B.E.S.T. standards
Evaluate/ Formative • Administered at the end of the lesson • Print Student Edition
Practice and • Evaluates students’ mastery of concepts and skills taught in • Mix of item types from the lesson
Homework the lesson.
20-30 minutes • Contains Spiral Review problems
• All items aligned to Florida’s B.E.S.T. standards

Test Prep/Standards Mastery

Resource Assessment Features/Purpose Formats

Standards- Test Prep • Administered when additional practice is needed to achieve • Interactive Student Edition
Based standards mastery with a wide variety of ways in which the • PDF (Getting Ready for FSA
Practice standard may be assessed, the standards-based practice helps ancillary)
20-30 minutes students practice key standards and skills associated with • FSA-based item types
grade-level success.
• One two-page test per Florida benchmark
• Hints and corrective feedback are available for all items
• Individual Record Forms show standards alignment, DOK, and
intervention options for each item
Getting Ready Test Prep • Administered to help students prepare for high stakes • Interactive Student Edition
for FSA assessments • PDF (Getting Ready for FSA
Practice Tests • 3 practice tests available per grade ancillary)
40 minutes • Modeled to be half the length of the current FSA tests • FSA-based item types
• Includes Constructed Response
items
Test Prep opportunities are also available in every More Practice problem set

DEPTH OF KNOWLEDGE (DOK) Growth

All percentages are approximations. Measure
Growth Module Tests, Beginning, Middle, Lesson/Module Practice
DOK Performance Assessments
Measure and End-of-Year, and Test Prep (Formative Assessments)

DOK 1 varies* 40–45% 50–55% 0–5%

DOK 2 varies* 40–45% 40–45% 60–65%

DOK 3 varies* 5–10% 0–5% 30–35%

DOK 4 DOK 4 problems can be found in the Performance Tasks and Project Cards.

*The HMH Growth Measure is a computer-adaptive assessment. The DOKs

of items will vary based on individual students' experiences. Program Tour   T39
PROGRAM TOUR

DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must
CorrectionKey=FL-A CorrectionKey=FL-A

Teacher Support
DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=FL-A

LESSON 10.5 CHAPTER 10

Name Lesson 5
2 Explore
Florida’s B.E.S.T.
Add and Subtract Fractions ● Algebraic Reasoning 4.AR.1.2
● Fractions 4.FR.2.2
I Can solve real-world problems involving addition ● Mathematical Thinking & Reasoning

Supporting Best Practices

MTR.3.1, MTR.7.1
and subtraction of fractions.
Real UNLOCK the Problem Real
Unlock the Problem World World
Julie is making a poster for a book report. The directions
Have students read the problem. You may say to use 1_5 of the poster to describe the setting, 2_5 of
wish to discuss the definitions of setting,
Florida’s B.E.S.T. Go Math! helps students grow by providing
the poster to describe the characters, and the rest of the
poster to describe the plot. What part of the poster will
characters, and plot.
she use to describe the plot?

Example Example
teachers with instruction designed around proven-effective
Use a model.

MTR 3.1 Complete tasks with mathematical 1

_
Shade _
5 to represent the part for the setting.
fluency. 2
_
Shade _
5 to represent the part for the characters.

teaching practices, such as those described in Principles to Students use both addition and subtraction to
solve this problem. 1

Actions (NCTM, 2014)1.

Math Talk: Possible answer:
• What operation do you need to use to find 1
5
1
5
1
5
1
5
1
5 The denominator of a fraction
the area of the poster Julie uses for the tells the size of the parts. So,
• Write an equation for the part of the poster used for
setting and the characters? addition 1
_+_ 2=_ 3
there are 5 fifth-size parts in the
whole.
the setting and characters. ___ 5 5 5
• What operation do you need to use to find

•
the area of the poster Julie will use for the
Establish mathematics goals to focus learning
• What does the part of the model that is not shaded represent?
plot? subtraction the rest of the poster, or the part she will use for the plot
___________
• What does the 1-whole strip represent? the
• Implement tasks that promote reasoning and problem solving
• Write an equation for the part of the poster she will use for the plot.
whole poster Possible equations: _5–_ 3=_ 2 or 1 – _3=_ 2
___________ 5 5 5 5 5
• What fraction is equivalent to 1 in this

•
2 Math
Use and connect mathematical representations
_ MTR
model? Why? 5_5 ; there are 5 fifths in 1 whole. So, Julie will use _
5 of the poster to describe the plot. Talk
Use patterns and
5.1 structure.

© Houghton Mifflin Harcourt Publishing Company

Why should Julie divide her

Math
•
poster into 5 equal parts

Facilitate meaningful mathematical discourse Use Math Talk to help students instead of 3 equal parts?
Talk 1. Luke says 1_5 + 2_5 = __
3
10 . Describe his error.
understand what the denominator Possible description: When you add 1 fifth-size part and 2 fifth-size parts, you get 3
represents.
• Pose purposeful questions
fifth-size parts, or _35 . When you add fractions, you are combining parts of a whole.

• Would it make sense for Julie to divide her However, by adding parts you are not changing their sizes.
poster into 3 equal parts? Explain. no; Possible
• Build procedural fluency from conceptual understanding answer: The different descriptions are supposed to take
up different parts of the whole report.
Go Online For more help Chapter 10 • Lesson 5 417

• Support productive struggle in learning mathematics

• How do you know that Julie should divide
her poster into 5 equal parts? The denominator
of the fraction tells the size of the parts.
4_mflese661061_c10l05.indd 417 31/03/21 4:03 AM

• Elicit and use evidence of student thinking MTR 5.1 Use patterns and structure.
• How does the work you did to add
Multilingual Support
STRATEGY: Illustrate Understanding
fractions compare to the subtraction you
Pair students of different proficiency levels.
Carefully crafted tasks, student-centered learning, small did? Possible answer: I added or subtracted the
numerators. I wrote the same denominator in the sum
and difference.
• Have partners take turns using fraction strips to add or subtract.
For example, one student selects the fraction strips they need, and

groups, and hands-on manipulatives play important roles the other uses the strips to add or subtract.
• Have students identify each numerator and denominator and the
operation they are using before they add or subtract.
in an Go Math! classroom. Point-of-use support helps
you facilitate learning and implement research-based
best practices.

417 Florida’s B.E.S.T. Go Math! Grade 4

4_mflete661184_c10l05.indd 417 4/16/21 5:19 PM

1) National Council of Teachers of Mathematics, Principles to Actions:

Ensuring Mathematical Success for All (Reston, VA: NCTM, 2014).

Online Resources
Professional Learning Videos
Every chapter includes a professional learning video
featuring a teacher or HMH author working with
real students who are engaging in similar activities.
The videos include modeling and discussion of
effective teaching practices, as well as Language
Routines and Talk Moves strategies. These strategies
are key supports for multilingual students, and for
all students in expressing their thinking.

Teacher’s Corner
Go online to Teacher’s Corner for on-demand, Teacher’s
Image Credit: © HMH

bite-size articles, videos, and other resources to tailor

your professional learning to your specific needs. Corner TM

T40 Florida’s B.E.S.T. Go Math! Grade 3

 PROGRAM TOUR

Professional Learning Cards

The Go Math! Professional Learning Cards include
teacher supports for Talk Moves and Language
Routines. Talk Moves encourage children to verbalize
their thoughts. Language Routines provide
opportunities for students to internalize their
mathematical thinking and describe their knowledge
through writing, discourse, and engagement.

Integrating Language Routines Into Instruction

Grades 3–5

From the Classroom

PRESENT Ms. G: Look up here [directing students to look at the board where she has written: For any

Integrating Language Routines

square, the area and perimeter are the same]. Do you agree or disagree? Study this individually,
writing down any questions, ideas, or reasoning that you have about it. Try to use complete

Into Instruction sentences.

PREPARE Students Pre-Write

Stronger and Clearer Each Time [Ms. G pauses for a full minute while students write their thoughts.]
Mathematical understandings and language competence develop interdependently.
When students discuss mathematical ideas with one another, they strengthen and Think Time
clarify their academic thoughts. Ms. G: In a moment, you will partner up to discuss if you agree or disagree and why. You won’t
take your papers with you, so pause now and study your notes.
Grades 3–5
PARTNER Structured Pairing
Language Routine: Stronger and Clearer Each Time Ms. G: To start, you will partner up. When you talk with your partner, explain your ideas like a
This routine is well-suited for circumstances that call for students to construct a mathematician, and partners ask questions to clarify. It is important to be clear in your
mathematical argument or defend an idea. Each time students talk with partners, explanations. The purpose is to borrow ideas from your partner to make your argument stronger
they build from and borrow the ideas and language of previous partners. and clearer.

When students verbalize their thoughts and hear

In Pairs
Routine
Ms. G: Find your first partner, and start your discussion.
PRESENT Teacher poses a problem/question to students
[Ms. G circulates while students discuss and listen for common justifications. After one minute,
PREPARE Students Pre-Write she signals for students to switch listener/speaker roles.]

what classmates are thinking, they become stronger

• Students study the problem individually, writing down any questions or ideas/reasoning about how to solve
the problem, using complete sentences if possible. Rotate Partners
• Scaffolding: Provide sentence frames or a skeletal paragraph framework to support students with the
Ms. G: Rotate to a new partner, and repeat the sharing and listening. Incorporate ideas you heard
language structures, while leaving room for their independent mathematical reasoning.
as you make your arguments stronger and clearer.
Think Time

mathematicians. Math Talk tools for teachers and

[Ms. G circulates again while students discuss and listen for common justifications. She has
• Provide a minute for students to think about what they will say to their first partner, considering what they students switch one more time for a total of three partner discussions.]
are currently doing (or did) to solve the problem.
• Students cannot look at what they wrote during their partner conversations. PROCESS Post-Write
PARTNER STRUCTURED PAIRING: Ms. G: Head back to your seats. You have 2 minutes to revise your original argument. Take things

students help children achieve different communication

PARTNER ROTATIONS you heard from your partners, and strengthen and clarify your original thoughts.
Students Teacher
Compare
• Listener asks clarifying questions, especially related • Circulates and listens during student discussions
to justifying (Why did you do that?). • Prompts students at each turn to emphasize Ms. G: Now that you’ve refined your arguments, look at what you first wrote and your final draft.

aims and deepen their understanding.

• Partners switch roles. Each person shares and each strength (focus on math concepts and skills) or What do you notice?
person listens, asking clarifying questions. clarity (how to describe the math to others)
Raaqim: In my first draft, I said that it was not true because I tried squares with side lengths of 2
• Rotate to additional partners, strengthening and • Removes scaffolds with each successive pairing to
and 6. When I was talking with my second partner, she said it was true because she tested out a
clarifying their ideas each time build student independence
square that has a side length of 4. I decided to change my final draft to say that it is not always true.
PROCESS Post-Write
[Ms. G continues to facilitate the class discussion. Students share how their arguments are
• Students return to seats and write down their final explanations using sentences or drawings supported improved after their partner discussions.]
with sentences.

Compare
• Students analyze their pre-writes and post-writes, noticing how their ideas were strengthened and/or
© Houghton Mifflin Harcourt Publishing Company
clarified during partner discussions.

(continued)

© Houghton Mifflin Harcourt Publishing Company

DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=FL-B CorrectionKey=FL-B

CHAPTER
10 Chapter at a Glance
Add and Subtract Fractions 1 day
Chapter Pacing Chart
Introduction Instruction

7– 8 days
Assessment

2 days
Total

10 –11 days
Chapter pacing and
pacing for each lesson is
LESSON 10.1 • 1 Day LESSON 10.2 • 1 Day LESSON 10.3 • 1 Day LESSON 10.4 • 1 Day LESSON 10.5 • 1 Day DO NOT EDIT
LESSON 10.6--Ch
• 1 Day
conveniently located.
CorrectionKey= anges must be made through
FL-B "File info"
Lesson at Add and Subtract Add Fractions Using Subtract Fractions Using Lesson at Use Benchmarks Add and Subtract Add and Subtract Mixed
a Glance Parts of a Whole . . . . 393A Models . . . . . . . . . . . 399A Models . . . . . . . . . . . 405A a Glance to Determine Fractions . . . . . . . . . . 417A Numbers . . . . . . . . . . 423A
Reasonableness . . . . 411A DO
Cor
● 4 .FR .2 .2CHA

10
Florida’s B .E .S .T . ● 4 .AR .1 .2 ● 4 .FR .2 .2 ● 4 .AR .1 .2 ● 4 .FR .2 .2 ● 4 .AR .1 .2 ● 4 .FR .2 .2 Florida’s B .E .S .T . ● 4 .AR .1 .2 ● 4 .FR .2 .2 ● 4 .FR .1 .4 ● 4 .AR .1 .2 ● 4 .FR .2 .2 PTER
● 4 .AR .1 .2

Chapter at a
I Can
I can add or subtract fractions with like
denominators.
I can add fractions with like denominators
using models.
I can subtract fractions with like
denominators using models. I Can
I can use benchmarks to estimate the sum
or difference and determine if the solution
I can solve real-world problems involving
addition and subtraction of fractions.
I can add and subtract mixed numbers
with like denominators.
Add and Su
Glance
is reasonable.
btract Fractio
Learning Goal Understand that to add or subtract Use models to represent and find sums Use models to represent and find
ns
Learning Goal Use benchmarks to estimate and to assess Solve word problems involving addition Add and subtract mixed numbers.
fractions they must refer to parts of the involving fractions. differences involving fractions. the reasonableness of the calculations. and subtraction with fractions.
same whole. LESSON 10.7
• 1 Day
Vocabulary Vocabulary Lesson at
Use Properties
a Glance
of Addition . .
Multilingual Strategy: Develop Meanings Strategy: Develop Meanings Strategy: Identify Relationships Multilingual Strategy: Drawing Strategy: Illustrate Understanding Strategy: Identify Relationships
.. . . . . 429A
Support Support
Florida’s B.E.S.T.
● 4.FR.2.2 ●
4.AR.1.2

LESSON 10.1 LESSON 10.2 LESSON 10.3 LESSON 10.4 LESSON 10.5 I Can
LESSON 10.6 I can add fractions
with like denomina
Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
using the properties
of addition.
tors
and ■ ■ Waggle MA .4 .AR .1 .2 ■ ■ Waggle MA .4 .AR .1 .2 ■ ■ Waggle MA .4 .AR .1 .2 and ■ ■ Waggle MA .4 .AR .1 .2 ■ ■ Waggle MA .4 .AR .1 .2 ■ ■ Waggle MA .4 .FR .2 .2
Learning
Fluency Fluency Goal Use the properties
of addition to add
fractions.

■ Waggle MA .4 .AR .1 .2 ■ Waggle MA .4 .AR .1 .2 ■ Waggle MA .4 .AR .1 .2 ■ Waggle MA .4 .AR .1 .2 ■ Waggle MA .4 .AR .1 .2 ■ Waggle MA .4 .FR .2 .2
MTSS RtI Vocabula ry
◆ ■ Reteach 10 .1 ◆ ■ Reteach 10 .2 ◆ ■ Reteach 10 .3 MTSS RtI ◆ ■ Reteach 10 .4 ◆ ■ Reteach 10 .5 ◆ ■ Reteach 10 .6
Tier 2 Intervention Skill S31
Intervention ◆ ■ Tier 2 Intervention Skill S28/S29 ◆ ■ Tier 2 Intervention Skill S28 ◆ ■ Tier 2 Intervention Skill S29
Intervention ◆ ■ Tier 2 Intervention Skill S26 ◆ ■ Tier 2 Intervention Skill S28/S29 ◆ ■

Multilin
Tier gual
3 Intervention Skill E31
and ◆ ■ Tier 3 Intervention Skill E28/E29 ◆ ■ Tier 3 Intervention Skill E28 ◆ ■ Tier 3 Intervention Skill E29 and ◆ ■ Tier 3 Intervention Skill E26 ◆ ■ Tier 3 Intervention Skill E28/E29 ◆ ■
Support
Strat egy: Develop Mean
ings Reflect on how
Enrichment ◆ ■ Tabletop Flipchart Skill 14 .2/14 .4 ◆ ■ Tabletop Flipchart Skill 14 .3 ◆ ■ Tabletop Flipchart Skill 14 .5 Enrichment ◆ ■ Enrich ◆ ■ Tabletop Flipchart Skill 15 .1 ◆ ■ Tabletop Flipchart Skill 15 .3
your multiple
Enrich Enrich Enrich Enrich identities, inclu
◆ ■ ◆ ■ ◆ ■ ◆ ■ Enrich ◆ ■
ding your
mathematical
identity, shape
Practice LESSON 10.7 the mathematic
s learning
See the Grab-and-Go!™ Centers Kit for more small-group activities. For individual and class practice with counting automaticity and operational fluency, and ◆ ■ Prac
tice and Homewo
rk
experiences for
go to Achieving Facts Fluency pages located online. students.
Fluency ■ ■ Waggle
MA.4.FR.2.2

Grab Chapter Games and Activities

TM

and
■ Waggle Interactive Games ◆ Game and Activity Cards
Version 2.0 ■ Waggle MA.4.FR.2
Florida’s B .E .S .T . Strands
■ Poggles ◆ Project Cards MTSS RtI .2
Differentiated Centers Kit ◆ ■ Reteach 10.7
● Algebraic Reasoning (AR) ● Data Analysis & Probability (DP) Intervention ◆ ■ Tier 2 Intervent
The kit provides literature, games, and ● Fractions (FR) ● Geometric Reasoning (GR) and ion Skill S35/S36
activities for small-group learning.
◆ ■ Tier 3 Intervent
● Measurement (M) ● Number Sense & Operations (NSO) Enrichment ion Skill E35/E36
◆ ■ Tabletop Flipc
hart SUPPORTING
◆ ■ Enrich ALL LEARNE
◆ Print/Printable Resource ◆ Print/Printable Resource RS
Reflect on stud
Interactive Resource Interactive Resource ents’ lived
391A Florida’s B.E.S.T. Go Math! Grade 4
■ ■
Chapter 10 391B experiences
and
including thei multiple identities,
r mathematica
identity, and l
cons
shapes mathem ider how that
atics for them
.
4_mflete661184_c10cg.indd 1 23/08/21 5:44 PM 4_mflete661184_c10cg.indd 2 23/08/21 5:44 PM

The Chapter at a Glance pages provide the details and resources for
Image Credit: © HMH

each lesson, starting with the Florida’s B.E.S.T. Standards, the I Can
statement, and the lesson learning goal. 391C Florida’
s B.E.S.T. Go Math! Gra
de 4
◆ Print/Printable Resou
rce

Multilingual Support strategies help you to plan ahead, as do lists of

■ Interactive Resou
4_mflete6611
84_c10cg.indd
rce
3

resources for Practice and Fluency, and Intervention and Enrichment. 09/09/21 1:27
PM

Program Tour   T41

PROGRAM TOUR

Teaching for Depth

Teaching for Depth gives you background about the best
practices and research related to the lesson’s concepts, along Identify ways the chapter lessons
with connections to the Mathematical Thinking and and activities can be extended
Reasoning standards. into opportunities for students to
DO NOT EDIT--Changes must be made through “File info” reach the Mathematical Thinking
CorrectionKey=FL-A
and Reasoning standards.
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A

Gain understandings of
CHAPTER
10
Add Add
CHAPTER

andandSubtract
Teaching
10
Subtract Fractions
for
Teaching for Depth
Depth
Fractions
common errors and
misunderstandings
students may have as they Start with Models Reason with Fraction Addition and
Subtraction
Fraction addition and subtraction is often interpreted
begin the work in the as finding common denominators and then adding Reasoning about fractions allows students to
or subtracting the numerators. When limited to this compute efficiently. Using number sense and
chapter. Then identify Start with Models interpretation, students make errors, such as adding Reason
applying properties are two with Fraction
ways students can reason Addition and
both the numerators and the denominators of the
Subtraction
about fractions.
tools and strategies that Fraction addition and subtraction is often interpreted • When students represent fractions flexibly they
fractions.
To make sense of fraction addition and subtraction, are applying number sense. For example, they may
they can use to become as finding common denominators
emphasize
the models.
models and the and
language then adding
that supports Reasoning
represent as + + +about or + and fractions
so on. _4
5 allows students to
_1
5
_1
5
_1
5
_1
5
_1
5
_3
5
or subtracting the numerators. When limited to this compute
• Sometimes number sense efficiently. Using
is used to determine number sense and
proficient. • For example, use fraction strips to model + .
interpretation, students make errors, such as adding
_
3 _1
how close to 1 a fraction is. For example, there are
5 5
applying properties are two ways students can reason
situations where it is helpful to know that 4_5 is 15_
both the numerators and the denominators of the away from one whole.
about fractions.
• Working flexibly with fractions includes using
fractions. properties. For example, a student might solve
• When students represent fractions flexibly they
3 4_5 + 1 2_5 + 2 3_5 by applying the Associative Property
To make sense of fraction addition 3 and
+ 51
subtraction, are applying number sense. For example, they may
of Addition. In this case, students may solve
5 3 4_5 + (1 2_5 + 2 3_5 ) because they 4 _
2 _
3
emphasize models and the language that supports _ 5 +1_ 5 = 1,1_
_know that
represent as + + + 1_5 or 1_5 + 3_5 and so on.
1
• Use this language to support the model: “Combine and then this problem can be 5 solved
5 using5mental
5
the models. 3 fifth-size pieces and 1 fifth-size piece for a total computation to get 7 4_5 .
5 of 4 fifth-size pieces or _4 of the whole.” • Sometimes number sense is used to determine
• Students will develop reasoning and flexibility in
• For example, use fraction strips to model 3_5 + 1_5 . how close to 1 a fraction is. For example, there are
working with fractions when they use models and
language to support the models.
situations where it is helpful to know that 4_5 is 15_
away from one whole.
From the Research Mathematical Thinking and Reasoning
• Working flexibly with fractions includes using
“Operation sense is strengthened through MTR.3.1 Complete tasks with mathematical
an emphasis on connecting real-world, oral
language, concrete, pictorial, and symbolic
fluency. properties. For example, a student might solve
representations of fractions . . . Given any one 3 4_students
When learning to
mixed numbers, 5
+ 1 _5need
add and2
2 3_5 fractions
+many
subtract
by and
applying
opportunities
the Associative Property
of these situations, students should be able to
3 1 to make senseof Addition.
of problems and buildIn this for
meaning case, students may solve
produce +
the others. Students
5 these connections
who are able to
5 have demonstrated the algorithms. This is facilitated by 3_solving problems
make 3 4_5 +contexts
situated in real-world (1 2_5 +by2representing
5 ) because
_
2 _
3
them they know that 5 + 5 = 1,
lasting ability to use their mathematical
Explore more deeply• Use this language to support the model: “Combine ”
knowledge flexibly to solve problems.
with models andand then this problem can be solved using mental
symbols. They also apply properties
to solve problems and use proper language to explain
(Huinker, 2002, p. 74)
3 fifth-size pieces and 1 fifth-size piece for a total computation
solution processes. Students who use to theseget 7 4_5 .
methods
the research behind of 4 fifth-size pieces or 4_ of the whole.” to develop meaning will also find it easy to use precise
5 • Students will develop reasoning and flexibility in
mathematical language.
the strategies used in working with fractions when they use models and
For more professional learning, go
the Go Math! lessons. online to Teacher’s Corner. language to support the models.

391E Florida’s B.E.S.T. Go Math! Grade 4

From the Research

4_mflete661184_c10td.indd 5
Mathematical Thinking and Reasoning 20/04/21 11:10 AM

“ Operation sense is strengthened through

an emphasis on connecting real-world, oral
MTR.3.1 Complete tasks with mathematical
fluency.
language, concrete, pictorial, and symbolic
When learning to add and subtract fractions and
representations of fractions . . . Given any one
mixed numbers, students need many opportunities
of these situations, students should be able to
to make sense of problems and build meaning for
produceExplore specific
the others. Studentsways theable
who are lessons
to
the algorithms. This is facilitated by solving problems
make these connections have demonstrated
in the chapter can support the
lasting ability to use their mathematical
situated in real-world contexts by representing them

”
Mathematical Thinking with models and symbols. They also apply properties
knowledge flexibly to solve problems. and
to solve problems and use proper language to explain
Reasoning standards.
(Huinker, 2002, p. 74)
solution processes. Students who use these methods
to develop meaning will also find it easy to use precise
mathematical language.

For more professional learning, go

online to Teacher’s Corner.

391E Florida’s B.E.S.T. Go Math! Grade 4

T42 Florida’s B.E.S.T. Go Math! Grade 3
4_mflete661184_c10td.indd 5 20/04/21 11:10 AM
 PROGRAM TOUR

Connect with Families

and Community
Go Math! provides resources teachers
can use to engage families throughout
the school year.

Math on the Spot video tutorials provide

instruction of the math concepts covered and
allow for family involvement in learning. In
addition, the write-in format of the print
Student Edition gives families a front-row seat
to their child’s thinking and progress over time,
encouraging a strong home-school connection.

DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A CorrectionKey=FL-A

CHAPTER CHAPTER

10 Vocabulary
10 Vocabulário

School-Home Letter denominator The number in a

fraction that tells how many equal
Carta para la casa denominador El número de una
fracción que dice cuántas partes
parts are in the whole or in the group iguales hay en el todo o en el grupo

Dear Family, fraction A number that names a part

of a whole or part of a group
Querida familia, fracción Un número que nombra una
parte de un todo o una parte de un
grupo
During the next few weeks, our math class will mixed number A number represented Durante las próximas semanas, en la clase de
by a whole number and a fraction número mixto Un número
be learning how to add and subtract fractions matemáticas estudiaremos la suma y resta de
School-Home Letters and mixed numbers. First, we will use models to
find the sums or the differences. Then we will
numerator The number in a fraction
that tells how many parts of the
whole or group are being considered
fracciones y números mixtos. Primero usaremos
modelos para hallar las sumas o las diferencias.
representado por un número entero y
una fracción

numerador El número de una fracción

inform families about the skills,

que dice cuántas partes del todo o de
record equations to match our models. Finally, unit fraction A fraction that has a Después haremos ecuaciones que se ajusten a
un grupo están siendo consideradas
numerator of 1
we will add and subtract without using models. nuestros modelos. Finalmente, sumaremos fracción unitaria Una fracción cuyo
y restaremos sin usar modelos. numerador es 1
You can expect to see homework that provides

strategies, and topics students are practice adding and subtracting fractions with
and without models.
Renaming as a
Mixed Number
Llevaré a casa tareas con actividades para practicar la
suma y la resta de fracciones con y sin modelos. Pistas
Expresar como

encountering at school, extending Here is a sample of how your child will be taught When the numerator is Este es un ejemplo de la manera como aprenderemos un número mixto
greater than the denominator,
to add fractions using fraction strips. you can rename the sum or a sumar fracciones usando tiras de fracciones. Cuando el numerador es
the difference as a mixed mayor que el denominador,

rich dialogue beyond the classroom. Model Add Fractions Using Models number. Modelo Sumar fracciones usando modelos puedes expresar la suma o la
9=_ 8+_ 1 diferencia como un número
This is how we will be adding fractions using fraction strips. _ Así sumaremos fracciones usando tiras de fracciones.
8 8 8 mixto.
Model 1
__ + 3
__
=1+1 _ Representa 1
__ + 3
__. 9=_
_ 8+_ 1
6 6 8 6 6 8 8 8
1 =1+_ 1
= 1_

The School Home Letters are 8 8

1 3 1 3
6 6 6 6 =1 1
_
8
Step 1 Step 2 PASO 1 PASO 2

available in English, Spanish, Each section represents 1 sixth.

How many sixths are there
in all?
Write the number of sixths as a fraction.
4 sixths = 4
__
6
Cada sección representa
1 sexto. ¿Cuántos sextos hay
en total?
Escribe el número de sextos como una
fracción.
4 sextos = 4
__
Image Credit: © HMH

Portuguese, and Haitian Creole.

1
__ + 3 4
__ = __ 6
4 sixths 6 6 6 4 sextos 1+3
__ __ = 4
__
6 6 6

Activity
Have your child use measuring cups to practice addition and Actividad
subtraction of fractions. For example, to model 4_1 + 4_3 , have Pida a su hijo/a que use tazas de medir para practicar la suma y la
your child use rice to fill one measuring cup to the resta de fracciones. Por ejemplo, para hacer un modelo de 4_1 + 4_3 ,
_1 -cup mark and another measuring cup to the _3 -cup mark. pida a su hijo/a que use arroz para llenar una taza de medir hasta la
4 4
Then ask him or her to combine the amounts to find the marca de _41 y otra hasta la marca de _43. Luego pídale que combine las
sum, 4_4 or 1 whole cup. cantidades para hallar la suma, 4_4 o 1 taza completa.

Chapter 10 10.1 © Houghton Mifflin Harcourt Publishing Company Chapter 10 10.2 © Houghton Mifflin Harcourt Publishing Company

Program Tour   T43

PROGRAM TOUR

Professional Learning References

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Numberline.pdf.
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Furhman, S. H., Resnick, L., & Shepard, L. (2009). Standards aren’t
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Teachers of Mathematics.
Beckmann, S. (2008). Mathematics for elementary teachers. Boston, MA:
Pearson Education. Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Katsberg, D., & Brenwald,
S. (2008). Highlights from TIMSS 2007: Mathematics and science
Carroll, W. M., & Porter, D. (1998). Alternative algorithms for whole-
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106–114). Reston, VA: National Council of Teachers of Mathematics.
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Gravemeijer, K. & van Galen, F. (2003). Facts and algorithms as products
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The learning trajectories approach. New York: Routledge, Taylor and
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Francis.
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Konold, C. & Higgins, T. L. (2003). Reasoning about data. In J. Kilpatrick, Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., & Suydam, M.
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coherence in integers and fractions: A study of the efficacy of
Lehrer, R., Jaslow, L., & Curtis, C. (2003). Developing an understanding a lesson sequence that uses the number line as the principal
of measurements in the elementary grades. In D. H. Clements & G. representational context. The International Journal on Mathematics
Bright (Eds.), Learning and teaching measurement: 2003 yearbook (pp. Education 45(3), pp. 343–364. doi:10.1007/s11858-012- 0466-2.
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14(1), pp. 6–11.

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PROGRAM TOUR

TABLE OF CONTENTS

VOLUME 1

Launch Into
Strategies for Adding and Subtracting (Area 1) . . . . . . . . 3A

CHAPTER 1
Place Value
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5C
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5D
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5E

Florida’s B.E.S.T. Standards Coverage S h ow What You Know

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Benchmarks Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
MA.3.NSO.1.1, MA.3.NSO.1.2, MA.3.NSO.1.3
Lesson 1 Compose and Decompose Numbers Through Thousands . . . . . . . . . . . . . 7
Mathematical Thinking & Reasoning
MA.K12.MTR.1.1 MA.K12.MTR.2.1, MA.K12.
Lesson 2 Read and Write Numbers through Ten Thousand. . . . . . . . . . . . . . . . . . . . . 13
MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.5.1, Lesson 3 Numbers Through Ten Thousand on a Number Line. . . . . . . . . . . . . . . . . . 19
MA.K12.MTR.6.1, MA.K12.MTR.7.1
Lesson 4 Compare and Order Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36A

Image Credit: ©WavebreakmediaMicro/Adobe Stock

i Florida’s B.E.S.T. Go Math! Grade 3

 PROGRAM TOUR

CHAPTER 2
Addition and Subtraction Strategies
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37E
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37F
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37G

S h o w W h a t Yo u K n o w Florida’s B.E.S.T. Standards Coverage

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Benchmarks
Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
MA.3.NSO.1.4, MA.3.NSO.2.1, MA.3.AR.1.2,
Lesson 1 Identify Number Patterns on the Addition Table. . . . . . . . . . . . . . . . . . . . . . 39 MA.3.AR.3.1, MA.3.AR.3.3
Lesson 2 Round to the Nearest Ten or Hundred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Mathematical Thinking & Reasoning
Lesson 3 Estimate Sums. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.5.1,
Lesson 4 Use Strategies for Addition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 MA.K12.MTR.6.1, MA.K12.MTR.7.1
Lesson 5 Use Properties to Add. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson 6 Estimate Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Lesson 7 Use Strategies for Subtraction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86A

CHAPTER 3
Addition and Subtraction Within 10,000
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87C
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87D
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87E

S h o w W h a t Yo u K n o w Florida’s B.E.S.T. Standards Coverage

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Benchmarks
MA.3.NSO.2.1, MA.3.AR.1.2
Lesson 1 Use Expanded Form to Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Mathematical Thinking & Reasoning
Lesson 2 Use Place Value to Add. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
Lesson 3 Use Place Value to Subtract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 MTR.3.1, MA.K12.MTR.5.1, MA.K12.MTR.6.1,
MA.K12.MTR.7.1
Lesson 4 Combine Place Values to Subtract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Lesson 5 Model and Solve Two-Step Addition and Subtraction Problems. . . . . 113

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124A

Program Tour   ii
PROGRAM TOUR

Launch Into
Multiplication (Area 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125A
CHAPTER 4
Understand Multiplication
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127E
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127F
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127G

S h ow What You Know

Florida’s B.E.S.T. Standards Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Benchmarks Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
MA.3.NSO.2.2, MA.3.AR.1.1 Lesson 1 Count Equal Groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Mathematical Thinking & Reasoning Lesson 2 Relate Addition and Multiplication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
MTR.3.1, MA.K12.MTR.5.1, MA.K12.MTR.6.1
Lesson 3 Represent Multiplication with Number Lines. . . . . . . . . . . . . . . . . . . . . . . 141
Lesson 4 Represent Multiplication with Bar Models. . . . . . . . . . . . . . . . . . . . . . . . . . 147
Lesson 5 Represent Multiplication with Arrays. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Lesson 6 Understand the Commutative Property of Multiplication. . . . . . . . . . . 159
Lesson 7 Understand the Identity and Zero Properties of Multiplication. . . . . . 165

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176A

Image Credit: ©Lori Swadley/Adobe Stock

iii Florida’s B.E.S.T. Go Math! Grade 3

 PROGRAM TOUR

CHAPTER 5
Multiplication Facts and Strategies
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177E
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177F
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177G

S h o w W h a t Yo u K n o w
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Florida’s B.E.S.T. Standards Coverage
Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Benchmarks
Lesson 1 Multiply with 2 and 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 MA.3.NSO.2.2, MA.3.NSO.2.4, MA.3.AR.1.1,
MA.3.AR.3.1, MA.3.AR.3.3
Lesson 2 Multiply with 5 and 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Mathematical Thinking & Reasoning
Lesson 3 Multiply with 3 and 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
Lesson 4 Understand the Distributive Property. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.5.1,
MA.K12.MTR.6.1, MA.K12.MTR.7.1
Lesson 5 Multiply with 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Lesson 6 Understand the Associative Property of Multiplication . . . . . . . . . . . . . 209
Lesson 7 Patterns on the Multiplication Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Lesson 8 Multiply with 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Lesson 9 Multiply with 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Lesson 10 Multiply with 11 and 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244A
Image Credit: ©DigitalVision/Ariel Skelley/Getty Images

Program Tour   iv
PROGRAM TOUR

CHAPTER 6
Multiplication with Multiples of 10 and 100
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245C
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245D
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245E

Florida’s B.E.S.T. Standards Coverage S h ow What You Know

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Benchmarks Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
MA.3.NSO.2.3, MA.3.AR.1.1
Lesson 1 Use the Distributive Property. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Mathematical Thinking & Reasoning
Lesson 2 Use Place-Value Strategies to Multiply with Multiples of 10. . . . . . . . . 253
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.5.1, Lesson 3 Multiply Multiples of 10 by 1-Digit Numbers. . . . . . . . . . . . . . . . . . . . . . . 259
MA.K12.MTR.6.1
Lesson 4 Multiply Multiples of 100 by 1-Digit Numbers. . . . . . . . . . . . . . . . . . . . . . 265
Lesson 5 Use the Distributive Property to Multiply
a 2-Digit Number and a 1-Digit Number . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282A

CHAPTER 7
Understand Division
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283E
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283F
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283G

Florida’s B.E.S.T. Standards Coverage S h ow What You Know

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Benchmarks Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
MA.3.NSO.2.2, MA.3.NSO.2.4, MA.3.AR.2.1,
MA.3.AR.2.2
Lesson 1 Represent Division. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Mathematical Thinking & Reasoning
Lesson 2 Find the Size of Equal Groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12. Lesson 3 Find the Number of Equal Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.5.1,
MA.K12.MTR.6.1
Lesson 4 Represent Division with Bar Models. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
Lesson 5 Relate Subtraction and Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Lesson 6 Represent Division with Arrays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
Lesson 7 Relate Multiplication and Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321
Lesson 8 Write Related Facts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Lesson 9 Apply Division Rules for 1 and 0. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344A

v Florida’s B.E.S.T. Go Math! Grade 3

 PROGRAM TOUR

CHAPTER 8
Division Facts and Strategies
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345E
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345F
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345G

S h o w W h a t Yo u K n o w
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345 Florida’s B.E.S.T. Standards Coverage
Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346 Benchmarks
Lesson 1 Divide by 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347 MA.3.NSO.2.2, MA.3.NSO.2.4, MA.3.AR.2.3

Lesson 2 Divide by 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353 Mathematical Thinking & Reasoning

MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
Lesson 3 Divide by 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359 MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.5.1,
Lesson 4 Divide by 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 MA.K12.MTR.7.1

Lesson 5 Divide by 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371

Lesson 6 Divide by 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
Lesson 7 Divide by 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
Lesson 8 Divide by 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Lesson 9 Divide by 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Lesson 10 Divide by 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
Lesson 11 Divide by 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418A
Image Credit: ©HMH

Program Tour   vi
PROGRAM TOUR

TABLE OF CONTENTS

VOLUME 2

CHAPTER 9
Apply Multiplication and Division
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419E
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419F
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419G

S h ow What You Know

Florida’s B.E.S.T. Standards Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
Benchmarks Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420
MA.3.NSO.2.2, MA.3.AR.1.2, MA.3.AR.2.1,
Lesson 1 Multiplication Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
MA.3.AR.2.3, MA.3.AR.3.1, MA.3.AR.3.2,
MA.3.AR.3.3 Lesson 2 Identify, Create and Extend Patterns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
Mathematical Thinking & Reasoning Lesson 3 Determine Multiples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12. Lesson 4 Determine Even or Odd Using Divisibility Rules. . . . . . . . . . . . . . . . . . . . 439
MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.5.1,
MA.K12.MTR.6.1 Lesson 5 Find Unknown Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Lesson 6 Solve Two-Step Multiplication Problems. . . . . . . . . . . . . . . . . . . . . . . . . . . 451
Lesson 7 Solve Two-Step Division Problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468A

CHAPTER 10
Relate Multiplication and Area
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469C
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469D
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469E

S h ow What You Know

Florida’s B.E.S.T. Standards Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Benchmarks Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
MA.3.GR.2.1, MA.3.GR.2.2, MA.3.GR.2.3,
Lesson 1 Understand Area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
MA.3.GR.2.4
Lesson 2 Measure Area by Counting Unit Squares. . . . . . . . . . . . . . . . . . . . . . . . . . . 477
Mathematical Thinking & Reasoning
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12. Lesson 3 Relate Area to Addition and Multiplication. . . . . . . . . . . . . . . . . . . . . . . . . 483
MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.6.1, Lesson 4 Solve Problems with Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489
MA.K12.MTR.7.1
Lesson 5 Find Area of Combined Rectangles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 506A

vii Florida’s B.E.S.T. Go Math! Grade 3

 PROGRAM TOUR

CHAPTER 11
Understand Perimeter
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507C
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507D
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507E

S h o w W h a t Yo u K n o w
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507 Florida’s B.E.S.T. Standards Coverage
Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508 Benchmarks
MA.3.GR.2.3, MA.3.GR.2.4
Lesson 1 Model Perimeter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509
Lesson 2 Find Perimeter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515 Mathematical Thinking & Reasoning
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
Lesson 3 Use a Formula to Find Perimeter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 521 MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.5.1,
MA.K12.MTR.7.1
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532A

CHAPTER 12
Time Measurement and Intervals
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533C
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533D
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533E

S h o w W h a t Yo u K n o w Florida’s B.E.S.T. Standards Coverage

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533
Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534 Benchmarks
MA.3.M.2.1, MA.3.M.2.2
Lesson 1 Tell and Write Time to the Minute. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 535
Lesson 2 A.M. and P.M.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541 Mathematical Thinking & Reasoning
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
Lesson 3 Measure Time Intervals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 547 MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.6.1,
Lesson 4 Find Start and End Times. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553 MA.K12.MTR.7.1

Lesson 5 Solve Time Interval Problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559

Image credit: ©Gene Blevins/ZUMAPRESS.com/Alamy

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 565

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 570A

Program Tour   viii

PROGRAM TOUR

Launch Into
Fractions (Area 3). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 571A
CHAPTER 13
Understand Fractions as Numbers
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573E
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573F
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573G

S h ow What You Know

Florida’s B.E.S.T. Standards Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573
Benchmarks Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 574
MA.3.FR.1.1, MA.3.FR.1.2, MA.3.FR.1.3
Lesson 1 Describe Equal Parts of a Whole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575
Mathematical Thinking & Reasoning Lesson 2 Represent and Name Unit Fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 581
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
MTR.4.1, MA.K12.MTR.5.1, MA.K12.MTR.6.1, Lesson 3 Represent and Name Fractions of a Whole. . . . . . . . . . . . . . . . . . . . . . . . . 587
MA.K12.MTR.7.1 Lesson 4 Represent and Name Fractions on a Number Line. . . . . . . . . . . . . . . . . . 593
Lesson 5 Write Fractions as Sums of Unit Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . 599
Lesson 6 Represent Whole Numbers as Fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . 605
Lesson 7 Represent and Name Fractions of a Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 617

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 622A

Image credit: ©Iuliia Sokolovska/Adobe Stock

ix Florida’s B.E.S.T. Go Math! Grade 3

 PROGRAM TOUR

CHAPTER 14
Compare Fractions and Identify Equivalent Fractions
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623E
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623F
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623G

S h o w W h a t Yo u K n o w
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623 Florida’s B.E.S.T. Standards Coverage
Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 624 Benchmarks
MA.3.FR.2.1, MA.3.FR.2.2
Lesson 1 Compare Fractions Using Visual Models. . . . . . . . . . . . . . . . . . . . . . . . . . . . 625
Lesson 2 Compare Fractions with the Same Denominator. . . . . . . . . . . . . . . . . . . 631 Mathematical Thinking & Reasoning
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
Lesson 3 Compare Fractions with the Same Numerator. . . . . . . . . . . . . . . . . . . . . . 637 MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.6.1,
Lesson 4 Use Reasoning to Compare Fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643 MA.K12.MTR.7.1

Lesson 5 Compare and Order Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 649

Lesson 6 Model Equivalent Fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655
Lesson 7 Identify Equivalent Fractions with Models. . . . . . . . . . . . . . . . . . . . . . . . . . 661

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 667

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 672A

CHAPTER 15
Measurement
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 673A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 673E
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 673F
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 673G

S h o w W h a t Yo u K n o w
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 673 Florida’s B.E.S.T. Standards Coverage
Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 674 Benchmarks
MA.3.FR.2.1, MA.3.M.1.1, MA.3.M.1.2
Lesson 1 Use Fractions to Measure Length. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 675
Lesson 2 Estimate and Measure Customary Units for Capacity. . . . . . . . . . . . . . . 681 Mathematical Thinking & Reasoning
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
Lesson 3 Estimate and Measure Metric Units for Liquid Volume. . . . . . . . . . . . . . 687 MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.6.1,
Lesson 4 Estimate and Measure Customary Units for Weight. . . . . . . . . . . . . . . . . 693 MA.K12.MTR.7.1

Lesson 5 Estimate and Measure Metric Units for Mass . . . . . . . . . . . . . . . . . . . . . . . 699

Lesson 6 Estimate and Measure Temperature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 705
Lesson 7 Solve Measurement Problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 711

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 717

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 722A

Program Tour   x
PROGRAM TOUR

Launch Into
Quadrilaterals (Area 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 723A
CHAPTER 16
Define Two-Dimensional Shapes
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 725A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 725C
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 725D
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 725E

S h ow What You Know

Florida’s B.E.S.T. Standards Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 725
Benchmarks Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 726
MA.3.GR.1.1, MA.3.GR.1.2
Lesson 1 Explore Lines, Rays, and Angles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 727
Mathematical Thinking & Reasoning Lesson 2 Describe Angles in Shapes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 733
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
MTR.3.1, MA.K12.MTR.4.1, MA.K12.MTR.5.1, Lesson 3 Describe Sides of Shapes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 739
MA.K12.MTR.6.1 Lesson 4 Define Quadrilaterals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 745

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 751

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 756A

CHAPTER 17
Classify Two-Dimensional Quadrilaterals
and Identify Line Symmetry
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 757A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 757C
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 757D
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 757E

S h ow What You Know

Florida’s B.E.S.T. Standards Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 757
Benchmarks Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 758
MA.3.GR.1.2, MA.3.GR.1.3
Lesson 1 Draw Quadrilaterals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 759
Mathematical Thinking & Reasoning Lesson 2 Classify Quadrilaterals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 765
MA.K12.MTR.1.1, MA.K12.MTR.3.1, MA.K12.
MTR.4.1, MA.K12.MTR.5.1, MA.K12.MTR.6.1, Lesson 3 Recognize Lines of Symmetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 771
MA.K12.MTR.7.1 Lesson 4 Identify and Draw Lines of Symmetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 777

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 783

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 788A

xi Florida’s B.E.S.T. Go Math! Grade 3

 PROGRAM TOUR

CHAPTER 18
Represent and Interpret Data
Chapter at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 789A
Teaching for Depth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 789E
Instructional Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 789F
Strategies for Multilingual Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 789G

S h o w W h a t Yo u K n o w
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 789 Florida’s B.E.S.T. Standards Coverage
Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 790 Benchmarks
MA.3.DP.1.1, MA.3.DP.1.2
Lesson 1 Organize Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 791
Lesson 2 Use Pictographs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 797 Mathematical Thinking & Reasoning
MA.K12.MTR.1.1, MA.K12.MTR.2.1, MA.K12.
Lesson 3 Make Pictographs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 803 MTR.4.1, MA.K12.MTR.5.1, MA.K12.MTR.7.1
Lesson 4 Use Bar Graphs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 809
Lesson 5 Make Bar Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 815
Lesson 6 Use and Make Line Plots. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 821
Lesson 7 Use Circle Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 827
Lesson 8 Solve One- and Two Step Problems Using Data . . . . . . . . . . . . . . . . . . . . 833

Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 839

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 844A

Program Tour   xii

Launch Into
MATH 1 Launch Into

STRATEGIES FOR
Adding and Subtracting
SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics Learning Goal
● Grade 3 Area of Emphasis 1 adding and subtracting multi-digit Solve addition and subtraction problems fluently. Use
whole numbers, including using a standard algorithm addition and subtraction strategies to solve real-world
● Preskill: MA.2.NSO.2.4 Explore the addition of two whole numbers problems. Recognize and apply operation properties.
with sums up to 1,000. Explore the subtraction of a whole number from
a whole number, each no larger than 1,000.
Language Objective
Students can describe how to solve addition and
Mathematical Thinking & Reasoning Standards subtraction problems.
● MTR.1.1 Actively participate in effortful learning. MATERIALS
● MTR.2.1 Demonstrate understanding in multiple ways. • MathBoard
● MTR.3.1 Complete tasks with mathematical fluency. • number cubes
● MTR.4.1 Engage in discussions on mathematical thinking. • number cards
● MTR.5.1 Use patterns and structure. • spinners
● MTR.6.1 Assess reasonableness of solutions. • base-ten blocks
● MTR.7.1 Apply mathematics to real-world contexts. • crayons
• Addition Table

ACROSS THE GRADES

Before Grade 3 After
• Students add whole numbers with sums • Students will add and subtract multi-digit • Students will explore the addition and
up to 100 with procedural reliability. whole numbers including using a standard subtraction of multi-digit numbers with
• Students subtract two whole numbers algorithm with procedural fluency. decimals to the hundredths.
both less than 100 with procedural
reliability.
• Students explore the addition and
subtraction of whole numbers within
1,000.

3A Florida’s B.E.S.T. Go Math! Grade 3

Professional Learning Go Online to Teacher’s Corner

PROFESSIONAL DEVELOPMENT IN THE CLASSROOM

Formats for Classroom Discourse Supporting All Learners

Whole-Class Discussions are led by the teacher, Working with partners and in groups is a key component
who helps the class focus on higher-level concepts, of learning mathematics. These questions are designed
mathematical reasoning, and making sense of new ideas. specifically to support learning in a collaborative math
The teacher should clear up widely held misconceptions classroom.
and tie past concepts to new thinking. • Why might they say that? (for students who are
Small Groups of three to six students discuss ideas struggling, to help them understand correct answers)
for solving the problem as a group and then with the • How can you help them out? (for students who are
teacher. This is a crucial time for the teacher to look on-target, to help students who are struggling)
for both conceptual and procedural errors. The teacher
• What can you add to what they’re saying? (for
challenges group members to explain their strategies,
incomplete answers)
whether correct or incorrect, for solving the problem.
• Do you think their answer is reasonable?
Partners respond to each other’s statements so that
both partners put their thoughts into words. They • What can you add to help them? (for incorrect
practice contributing to the discussion and try to answer answers)
each other’s questions. The teacher asks for clarification • How can you repeat what they said using your own
of their thinking and asks directional questions, focusing words? (to help students consider the reasoning of
on identifying and helping the students resolve their others)
own errors. • Can you reread the problem out loud? (when a
student is disengaged, disruptive, or both)

Common Errors with Adding and Subtracting Strategies

Within this lesson: In other lessons with adding and subtracting strategies:
• Students may regroup incorrectly. • Students may add instead of subtract, or vice versa,
• Students may use estimates instead of the when adjusting using a friendly number to add or
exact answers or they may use the inverse subtract.
operation. • Students may mistake the value of a digit when
breaking apart addends to add.
• When using the place-value strategy, students may
forget to regroup and instead write a two-digit number
in the ones place.
For further information and tips on helping students
understand and correct common errors, see individual
lessons.

Launch Into STRATEGIES FOR Adding and Subtracting   3B

 CorrectionKey=FL-B

Launch Into
Math
Launch Into
1 STRATEGIES FOR
Launch Into
Math
Launch Into
Adding and
1 STRATEGIES FOR
Subtracting Adding and Subtracting
Not Bored with
Introducing Addition and Board Games!
Subtraction Do you like board games? Do you think
This Launch Into lesson challenges students you could invent a game?
to use their knowledge of addition and Most board games use math. You roll
subtraction strategies to create games. Work a number cube to move a game piece
with students to brainstorm strategies that forward. You collect objects until you
have a certain number of them. You win
they may have used in the past: acting it out,
the game by having the most points.
using properties, estimation, etc. Ancient Games
Using your imagination, you can invent a • The first board game, Senet,
game about almost anything! What type was invented over 5,500 years
Engage Students of game would you invent? ago in Egypt.
• Checkers is also one of the
Begin by discussing the opening topic. Invite world’s oldest games. Game
students to participate by sharing what they boards that are 5,000 years old
know about board games or other topics that Three Reads have been found in Iraq.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Comstock/Getty Images
relate to the lesson, such as games they like First, listen to the problem. What is the
math story about?
to play.
Next, read the problem aloud with your
Students show an increased aptitude for class. How might numbers be used?
learning if they are actively engaged in some
Then, read the problem with a partner.
part of the subject matter. Questions might What math questions can you ask about
include: the problem?
• What are some items found inside a board Alexi and his friends Stefon and Avi are
game box? inventing a new math game. They want
to practice addition and subtraction with
• Have you ever changed the rules to a 2- or 3- digit numbers. Their game can use
game? number cubes, number cards, spinners, or
• What other types of games do you like to a combination of any of those objects.
play? Launch Into Strategies for Adding and Subtracting 3
Have students work in mixed-ability groups.
Give each student a task that they can do
3_mflese661030_li01.indd 3 12/07/21 7:55 PM
well. For instance, in groups of learners with
varying abilities, assign each student a specific
task, such as leading the group discussion, Three Reads Language Routine
recording or drawing the work, presenting
(but not explaining) the solution, and First Read The teacher reads the situation aloud. The students
explaining the models and methods used by listen to understand the situation.
the group to solve the problem. • What is the situation about?
• Can you describe the situation using your own words?
Second Read The students read the situation as a class or with
partners. The students read to understand the math.
• What quantities are used in the situation?
• What are the connections between the quantities?
Third Read Each student reads the situation on their own. The
student reads to think about possible math problems.
• What mathematical question could you ask about the situation?
• Can this question be answered using the information given?

3 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Go Online
For the interactive lesson

Go Online
Now, read the question the problem asks. Make
a plan to solve the problem. for the enhanced Interactive lesson
Alexi and his friends Stefon and Avi are inventing
a new math game. They want to practice addition
and subtraction with 2- or 3- digit numbers. Their Prompts for
game can use number cubes, number cards,
spinners, or a combination of any of those objects. 3 1
2
4
Productive Perseverance
What game would you invent to practice your
6 5 6
3 2
For Launch Into lessons, the exploration of
addition and subtraction skills? math concepts is more critical than finding a
solution. Students should be encouraged to
Write, model, or draw to solve the problem.
Describe how a player can win the game think about new math ideas in an atmosphere
you made. that is conducive to learning, with minimal
pressure. They learn to solve the problem in
Students’ modeling will vary. See the Teacher Edition different ways and are able to choose the
for more in-depth explanations.
method that works well for them.

What if students can’t start working or can’t

enter into the conversation for this lesson?
Use one or more of these opening prompts:
• What information do you know about the
problem?
• Can you draw a picture that represents
what you know?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©HMH

• What numbers are in the problem?
• What is given in the problem that might
help you answer the question?
Discuss with a partner or in a group.
How can I help students who are frustrated?
Math Ask these leading questions:
Talk Compare different games that students made. Which
• Think about a starting point. How can you
game do you like the best? Which one would help you
best practice addition and subtraction? Explain why. See possible enter into this problem?
answers in the margin.
• What information do you have?
4 Florida’s B.E.S.T. Go Math! Grade 3
• What are you working on? What have you
done so far?
3_mflese661030_li01.indd 4 12/07/21 7:55 PM • What comes next? What are you solving
for?
ANSWERS • What information do you need to get
Main problem: Students’ games will vary. Check the rules to see if these unstuck? Talk to your partner (or group).
allow for practice with addition and subtraction.
To increase students’ understanding of their
Math Talk: Encourage students to present their games and discuss the own thinking, ask:
best elements from each game. • What can you incorporate from another
student’s game idea to make yours more
challenging?

Launch Into STRATEGIES FOR Adding and Subtracting   4

CHAPTER
1 Chapter at a Glance
Place Value

LESSON 1.1 • 1 Day LESSON 1.2 • 1 Day LESSON 1.3 • 1 Day

Lesson at Compose and Decompose Read and Write Numbers Through

a Glance Numbers Through Numbers Through Ten Thousand on a
Thousands . . . . . . . . . . . 7A Ten Thousand . . . . . . . 13A Number Line . . . . . . . . 19A
Florida’s B.E.S.T. ● 3.NSO.1.2 ● 3.NSO.1.1 ● 3.NSO.1.1 ● 3.NSO.1.3

I can compose and decompose four-digit I can read and write numbers through ten I can plot numbers through ten thousand
I Can numbers in multiple ways. thousand. on a number line.

Learning Goal Represent four-digit numbers in different Read and write numbers in word form, Represent numbers through ten thousand
ways. expanded form, and standard form. on a number line.

Vocabulary expanded form, standard form, word

form

Multilingual Strategy: Identify Relationships Strategy: Define Strategy: Creative Grouping

Support

LESSON 1.1 LESSON 1.2 LESSON 1.3

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.1.2 ■ ■ Waggle MA.3.NSO.1.1 ■ ■ Waggle MA.3.NSO.1.3
Fluency

   ■ Waggle MA.3.NSO.1.2    ■ Waggle MA.3.NSO.1.1    ■

    ■ Waggle MA.3.NSO.1.3
MTSS RtI ◆ ■ Reteach 1.1 ◆ ■ Reteach 1.2 ◆ ■ Reteach 1.3

Intervention ◆ ■ Tier 2 Intervention Skill S8 ◆ ■ Tier 2 Intervention Skill S4 ◆ ■ Tier 2 Intervention Skill S9
and ◆ ■ Tier 3 Intervention Skill E8 ◆ ■ Tier 3 Intervention Skill E4 ◆ ■ Tier 3 Intervention Skill E9
Enrichment ◆ ■ Enrich 1.1 ◆ ■ Enrich 1.2 ◆ ■ Enrich 1.3

See the Grab-and-Go!™ Centers Kit for more small-group activities.

Grab
TM

and
Version 2.0
Florida’s B.E.S.T. Strands
Differentiated Centers Kit
● Algebraic Reasoning (AR) ● Data Analysis & Probability (DP)
The kit provides literature, games, and ● Fractions (FR) ● Geometric Reasoning (GR)
activities for small-group learning. ● Measurement (M) ● Number Sense & Operations (NSO)

◆ Print/Printable Resource
■ Interactive Resource
5A Florida’s B.E.S.T. Go Math! Grade 3
 Chapter Pacing Chart
Introduction Instruction Assessment Total

1 day 4 days 2 days 7 days

LESSON 1.4 • 1 Day

Lesson at Compare and Order

a Glance Whole Numbers . . . . . . 25A

Florida’s B.E.S.T. ● 3.NSO.1.3

I can compare and order whole numbers

I Can in different ways.

Learning Goal Use place value or number lines to

compare and order numbers using
symbols. Reflect on how your multiple
identities, including your
Vocabulary mathematical identity, shape
the mathematics learning
experiences for students.
Multilingual Strategy: Restate
Support

LESSON 1.4
Practice ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.1.3
Fluency

   ■
    ■ Waggle MA.3.NSO.1.3
SUPPORTING ALL LEARNERS
MTSS RtI ◆ ■ Reteach 1.4 Reflect on students’ lived

Image Credit: © HMH

experiences and multiple identities,
Intervention ◆ ■ Tier 2 Intervention Skill S11/S12 including their mathematical
identity, and consider how that
and ◆ ■ Tier 3 Intervention Skill E11/E12
shapes mathematics for them.
Enrichment ◆ ■ Enrich 1.4

For individual and class practice with counting automaticity and operational fluency,
go to Achieving Facts Fluency pages located online.

Chapter Games and Activities

■ Waggle Interactive Games ◆ Game and Activity Cards
■ Poggles ◆ Project Cards

◆ Print/Printable Resource
Interactive Resource
■
Chapter 1   5B
CHAPTER
1 Teaching for Depth
Place Value

Place-Value Drawings Use Real-World Examples

Students can use place-value drawings to help them Place value should not be taught in isolation.
conceptualize numbers and understand the relative Through the study of place value, students learn that
sizes of place values. Students begin by making these any number can be thought of as a sum or difference
drawings on dot paper or MathBoards. They show of other numbers in different ways.
ones by circling individual dots, tens by drawing
Students extend their understanding of place value
lines through groups of ten dots, and hundreds by
by observing the relationship of ones to tens, tens to
drawing squares around groups of 100 dots. The
hundreds, hundreds to thousands, and thousands to
terms ones, ten sticks, and hundred boxes are used to
ten thousands. They need opportunities to:
describe the three representations.
• discuss how great a number is, with real-life
The place-value drawing is a beneficial model
examples.
because it helps students visualize the magnitude
of numbers. Once students have a conceptual Suppose there is an arena full of people. If each
understanding of the number of ones contained person has two hands with ten fingers, then 100 is
inside each place, they move to drawings without the number of fingers on both hands of 10 people.
dots. For example, the drawing below shows 176. 1,000 is the number of fingers on both hands of 100
people, and l0,000 is the number of fingers on both
hands of 1,000 people.
• investigate different ways to name a number
and to represent a number as the sum of lesser
1 hundred 7 tens 6 ones numbers.
For example, some equivalent names for 459 are
400 + 50 + 9 and 300 + 150 + 9.
From the Research
“Aemergence
synthesis of the literature saw the
of seven major aspects which
Mathematical Thinking and Reasoning
appeared to be integral to the development
of whole number place value understanding. 5.1 Use patterns and structure to help
These aspects were: Count, Make/Represent, understand and connect mathematical concepts.
Name/Record, Rename, Compare/Order,
In this chapter, students will understand the place
Calculate and Estimate. As these aspects
value of numbers up to 10,000. The power of the
were quite distinct, it was decided that
base-ten system is in patterns and structure of
individual Hypothetical Learning Theories
repeated bundling by ten: 10 tens make a unit called
[HLTs] would be created for each aspect. . . . It
a hundred. Repeating this process of making new
was suspected that each of the seven aspects
units by bundling in groups of ten makes units called
not only related to the overall “big idea” of
thousand, ten thousand, hundred thousand . . . .
place value, but in some way linked to each
other.
”
(Rogers, A., 2012, p. 651)

For more professional learning, go

online to Teacher’s Corner.

5C Florida’s B.E.S.T. Go Math! Grade 3

Instructional Journey
While every classroom may look a little different, this instructional model provides a
framework to organize small-group and whole-group learning for meaningful student learning.

Whole Group Small and Whole Group Small Group Whole Group
Engage Explore Explain Elaborate
5 minutes 15–20 minutes 15–20 minutes 5 minutes
Readiness Exploration Quick Check • Math on the Spot Videos
• Problem of the Day • Investigate, Unlock the Problem Share and Show • Higher-Order Thinking Problems
• Fluency Builder or • Multilingual Support and
Vocabulary Builder Strategy Differentiated Instruction
• Access Prior Knowledge • Common Errors Grab Evaluate
TM

and
Version 2.0
Engagement
• I Can Intervention • I Can Reflection
• Making Connections • Waggle
• Math Journal
• Learning Activity • Reteach
• Practice and Homework
• Tier 2 and Tier 3 MTSS
• Fluency Practice
• Waggle
Language Support
• Mathematical Thinking &
• Vocabulary Activities
Reasoning Standards Rubric
• Language Routines
• Multilingual Glossary

Enrichment
• Waggle Games
• Ready for More
• Enrich

Assessment
Diagnostic Formative Summative
• Show What You Know • Lesson Quick Check • Chapter Review
• FSA Test Prep • Chapter Test
• Performance Assessment Task

Grab
TM

and
Version 2.0
Differentiated Centers Kit
The kit provides literature, games, and
activities for small-group learning.
Chapter 1   5D
CHAPTER 1 Strategies for
Multilingual Learners
Assessing your student’s understanding of mathematical concepts can be done by listening,
speaking, reading, and writing. The level of support a student needs determines how best
to assess that student’s understanding of mathematical concepts and will help meet the
needs of all your students.

Planning for Instruction

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Student’s Use of • uses single words • uses single words • uses a variety of
Language sentences
• uses common short • uses some academic
phrases vocabulary • uses academic vocabulary
• heavily relies on visual • relies on visual supports • benefits from
supports and use of and use of manipulatives visual supports and
manipulatives manipulatives

Ways to Assess Listening: points to Listening: matches, Listening: draws

Understanding pictures, words, or phrases categorizes, or sequences conclusions and makes
to answer questions information based on connections based on
visuals what they heard
Speaking: answers yes/no
questions Speaking: begins to Speaking: explains and
explain reasoning, asks justifies concepts and
Reading: matches symbols
math questions, repeats solutions
to math terms and
explanations from peers
concepts Reading: understands
Reading: identifies information in math
Writing: draws a visual
important information to contexts
representation of a
solve a problem
problem Writing: completes
Writing: uses simple sentences using some
sentences and visual academic vocabulary
representations

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

• Look for strategies throughout the lesson to

support multilingual learners.
• Log on to ED to find additional multilingual
activities and Vocabulary Cards.

5E Florida’s B.E.S.T. Go Math! Grade 3

In This Chapter

Key Academic Vocabulary

Current Development • Vocabulary

expanded form, standard form, word form

Using Language Routines to Develop Understanding

Language routines provide opportunities for students to develop an understanding of
mathematical language and concepts by listening, speaking, reading, and writing. More
information on these language routines can be found on the Language Support Cards.

Critique, Correct, and Clarify

1 Students analyze an incorrect explanation or solution.
2 Students work with a partner or small group to identify the error.
3 Students work together to correct the sample work.

Language Substantial Moderate Light

Support (WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Language 1 Students determine that 1 Students analyze 1 Students analyze an

Routine the visual representation an incorrect visual incorrect explanation or
of a provided solution is representation of a solution.
Differentiation
incorrect. provided solution. 2 Students work with a
2 Students identify the error 2 Students work with a partner or small group to
by circling, underlining, or partner or small group to identify the error using
pointing. identify the error using some academic language.
3 Students correct the visual simple sentences. 3 Students work together to
representation of the 3 Students work together to correct the sample work.
sample. correct the sample work.

Possible Ask: Does this show the Ask: Does this show the least Ask: Does this show the
Student Work least number of containers number in each group? least number of containers
needed? needed?
Crates Boxes Stacks Single Blocks Crates Boxes Stacks Single Blocks
(thousands) (hundreds) (tens) (ones) (thousands) (hundreds) (tens) (ones)
14 7 9 14 7 9

Student: No Student: No
Say: Show why. Fix.
Student: No Crates Boxes Stacks Single Blocks
(thousands) (hundreds) (tens) (ones)
Say. Model: 14 7 9

Student: 14 hundreds
T 7 tens 9 ones is the same as
1 thousand 4 hundreds 7 tens
Ask: What is the number? 9 ones or 1,479.
T
Student: 1,479
* For more information on WIDA Standards, visit their website at:
https://wida.wisc.edu/.

Chapter 1   5F
 CorrectionKey=FL-B

CHAPTER

1
Chapter Name

1 Place Value
Assessing Prior Knowledge
Use Show What You Know to determine
if students need intensive or strategic Show Wha t You K now
intervention.
Place Value Draw quick pictures to represent the number.

Real
1. 145 2. 306
MATH in the World
Students are given a number in standard
form that represents the number of 3. 239 4. 58
bones in a horses body. They are then
asked to write the number in two
different ways.
Have students describe their experiences
with horses. Then discuss how the Value of Digits Write the value of the underlined digit.
5. 459 50 6. 328 300
number of bones can be written in
multiple ways. 7. 190 90 8. 276 6

• How can you write numbers in

different ways? Possible answer: I can use
place value to write the number as the sum Real
MATH in the W
of its place values. I can use words to write orld
© Houghton Mifflin Harcourt Publishing Company

the place values or the numbers. ​ A horse averages 205 bones in their body. Write the
number of bones in a horse’s body in two different
ways.
Possible answer: 200 + 5; 20 tens + 5 ones

Chapter 1 5

3_mflese661030_c01o.indd 5 12/07/21 6:24 PM

Show What You Know • Diagnostic Assessment

Use to determine if students need intervention for the chapter’s prerequisite skills.

If YES...then use
If NO...then
Were students successful with INTERVENE
INTERVENE
INDEPENDENT
Show What You Know? ACTIVITIES

Missed More Florida’s B.E.S.T.

Skill Intervene With
Than Standards
Grab
TM

and

Intensive Intervention: Version 2.0

TIER 3 Place Value 1 MA.1.NSO.1.3
Skill E3 Differentiated Centers Kit
Use the Reteach or Enrich
Activities online or the
independent activities in
TIER 2 Value of Digits 1 MA.2.NSO.1.2
Strategic Intervention the Grab-and-Go 2.0™
Skill S3 Differentiated Centers Kit.

5 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Vocabulary B u ild er Go Online For more help

Vocabulary Builder
Visualize It Connect to Vocabulary
Write the review words that have a ✓ on the Word Line, Have students complete the activities on this
Review Words
from least to greatest place value.
equal to page by working alone or with partners.
greater than
Place value ✓ hundreds Visualize It
______
ones less than The Word Line is a continuum based on place
least ✓ ones
✓ tens
value of numbers from least to greatest. The
______
tens ✓ thousands least place value is ones and the greatest place
Preview Words value is thousands. Other words are placed
expanded form
standard form
appropriately on the line.
______ word form
hundreds
Understand Vocabulary
Introduce the new words for the chapter.
greatest ______
thousands 1. The expanded form of a number is a way
to write the number by showing the value
of each digit.
2. The standard form of a number is a way to
write numbers by using the digits 0–9, with
Understand Vocabulary each digit having a place value.
Complete the sentences
3. The word form of a number is a way to
1. The ______
expanded form of a number is a way to
write the number by showing the value of each digit. write numbers by using words.

2. The ______
word form of a number is a
© Houghton Mifflin Harcourt Publishing Company
way to write a number by using words.

School-Home Letter is available in

6 Florida’s B.E.S.T. Go Math! Grade 3
English and Spanish online, and in
multiple other languages.
.

3_mflese661030_c01o.indd 6 12/07/21 6:24 PM

Intervention Options MTSS RtI Response to Intervention

Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels.

TIER 1 TIER 2 TIER 3 ENRICHMENT

On-Level Intervention Strategic Intervention Intensive Intervention Independent Activities
For students who are generally For students who need small- For students who need For students who successfully
at grade level but need early group instruction to review one-on-one instruction to complete lessons, use:
intervention with the lesson concepts and skills needed for build foundational skills for
• Waggle Practice and Games
concepts, use: the chapter, use: the chapter, use:

Grab
TM

and
• Reteach Prerequisite Skills Activities Prerequisite Skills Activities
3 3
2 2

Version 2.0
1 1

• Waggle Tier 2 Activity Tier 3 Activity

3 3

Differentiated Centers Kit

2 2
1 1

Tier 1 Activity
3

• Ready for More Activity for

2
1

every lesson

• Enrich

Chapter 1   6
LESSON
1.1 Lesson at a Glance
Compose and Decompose Numbers
Through Thousands

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.1.2 Compose and decompose four-digit numbers in I can compose and decompose four-digit numbers in
multiple ways using thousands, hundreds, tens, and ones. Demonstrate multiple ways.
each composition or decomposition using objects, drawings, and
expressions or equations. Learning Goal
● MA.3.NSO.1.1 Read and write numbers from 0 to 10,000 using Represent four-digit numbers in different ways.
standard form, expanded form, and word form.
Language Objective
Mathematical Thinking & Reasoning Standards Students explain why there can be different representations
● MTR.2.1 Demonstrate understanding in multiple ways. of the same number.
● MTR.4.1 Engage in discussions on mathematical thinking.
MATERIALS
● MTR.5.1 Use patterns and structure.
• MathBoard
• base-ten blocks

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.1.2 Compose and decompose ● MA.3.NSO.1.2 Compose and decompose ● MA.5.NSO.1.3 Compose and decompose
three-digit numbers in multiple ways using four-digit numbers in multiple ways multi-digit numbers with decimals to the
hundreds, tens, and ones. Demonstrate using thousands, hundreds, tens, and thousandths in multiple ways using the values
each composition or decomposition with ones. Demonstrate each composition or of the digits in each place. Demonstrate the
objects, drawings, and expressions or decomposition using objects, drawings, compositions or decompositions using objects,
equations. and expressions or equations. drawings, and expressions or equations.

ABOUT THE MATH

Within the context of a factory, students explore place- the factory to pack blocks. In this case, students re-sort
value concepts. Rather than discussing tens, hundreds, and the digit, and its place value tells how many of that size
thousands, they consider crates, boxes, and stacks. They is needed. However, they must also pack blocks when a
begin by discovering that there are 10 boxes of 100 blocks certain grouping of blocks (place value) is not allowed,
in each crate, which foreshadows the idea that, if a digit creating different representations of the same number.
moves one place to its left in a number, its value is ten This builds the foundational understanding that the
times greater, which will be explored in the future. number of thousands, hundreds, tens, and ones does not
always have to be between 0 and 9, except when writing a
Students apply their understanding of place value as
number in standard form.
they determine the fewest possible packages needed for

For more professional learning,

7A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 1 Engage
with the Interactive Student
Edition
DAILY ROUTINES I Can Objective
I can compose and decompose four-digit numbers
in multiple ways.
Problem of the Day 1.1
Round 64 to the nearest ten. 60 Making Connections
Prompt students to tell you what they know about
Vocabulary bears.
• Interactive Student Edition • Can you name different types of bears? brown
• Multilingual Glossary bears, panda bears, grizzly bears, polar bears

Learning Activity
Fluency Builder Have students research the weight of different
Decompose Numbers Write the following numbers on the bears. Have them write a story problem using this
board. Have students write two ways to show how many information.
hundreds, tens, and ones.
• Have students identify what information is
67 6 tens 7 ones or 5 tens 17 ones given to them in the problem.
134 1 hundred 3 tens 4 ones or 13 tens 4 ones • Have students explain how a model helps them
460 4 hundreds 6 tens or 46 tens solve the problem.
• Ask students which model they prefer to use to
solve the problem and why.

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Tell students that a Florida male black bear usually weighs
up to 350 pounds, and a Florida female black bear usually
weighs up to 180 pounds. Have students use a model to
represent the number of hundreds, tens, and ones in each
number and explain how their model shows which bear is
heavier.

Chapter 1 • Lesson 1   7B

 CorrectionKey=FL-B

LESSON 1.1 CHAPTER 1

Name Lesson 1
2 Explore
Florida’s B.E.S.T.
Compose and Decompose Numbers ● Number Sense & Operations 3.NSO.1.1,

Through Thousands 3.NSO.1.2

● Mathematical Thinking & Reasoning
MTR.2.1, MTR.4.1, MTR.5.1
I Can compose and decompose four-digit
Real numbers in multiple ways.
Unlock the Problem World
UNLOCK the Problem Real
MTR 5.1 Use patterns and structure. World

What is a crate? Read the problem to see how The ABC Blocks factory uses boxes
• Underline what the problem is
much a crate at the ABC Blocks factory holds. of 100 blocks to pack a crate of asking you to find.
1,000 blocks. How many boxes of • Circle the number you will
Be sure students understand that 1,000 is the 100 blocks are in each crate of 1,000? count by to find the answer.
same as 10 hundreds.
• What other packages have 10 smaller Count by hundreds to find the total number of boxes
packages? A box of 100 has 10 stacks. A stack has of 100 blocks that will go into each crate. Then count
10 single blocks. the crates.

Example 100 200 300 400 500 600 700 800 900 1,000

In this example students express thousands as 1 2 3 4 5 6 7 8 9 10

hundreds to represent a number. Point out So, there are _
10 boxes of 100 blocks in each crate of 1,000.
that 26 boxes means there are 26 hundreds.
• Using only boxes of 100 and stacks of 10, Example Math Idea
what is the fewest packages you can use to
ABC Blocks has 2,600 blocks to pack. 1 crate = 1,000 blocks
pack 2,600 blocks? Explain. 26 boxes; You can Suppose the factory has no crates. How 1 box = 100 blocks
show 2,600 as 26 hundreds. many boxes of 100 will it pack? 1 stack = 10 blocks

• How could the factory pack the blocks You know there are 10 boxes of 100 in 1,000,
using the fewest packages if they have only
so there are _
20 boxes of 100 in 2,000. Math MTR
1 crate? 1 crate and 16 boxes Talk
Use patterns and
© Houghton Mifflin Harcourt Publishing Company

5.1 structure.
There are _
6 boxes of 100 in 600.

Math
What if the factory had
crates of 1,000 and stacks
Use Math Talk to focus on students’
Talk
Add the boxes. 20 + 6 = _
26 of 10, but no boxes of
100? Explain how it could
understanding of the 10-to-1 So, the factory will pack _
26 boxes of 100. pack the blocks.
relationship of the packages so they can relate Math Talk: Possible answer: 2 crates and 60 stacks;
it to place-value concepts. 2 crates of 1,000 make 2,000. 60 stacks of 10 make 600.

Go Online For more help Chapter 1 • Lesson 1 7

3_mflese661030_c01l01.indd 7 12/07/21 6:21 PM

Reteach 10.3
Multilingual Support
STRATEGY: Identify Relationships
Materials: base-ten blocks
• Students understand place value by identifying the relationships
using base-ten blocks.
• Use base-ten blocks to model 1,100. Place 11 hundreds blocks on
the table. Have students write the number the blocks represent.
• Then show 1 thousand and 1 hundred blocks. Have students write
the number the blocks represent.
• Explain to students that 1,100 is the same
as 11 hundreds.
• Repeat with other numbers.
1,100

Go Online
Video Tutorials and
Interactive Examples

7 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Share and Show Math

Math
3 Explain
Board MTR Demonstrate understanding
Talk Real
1. Show how Gaspar can pack blocks with the
2.1 in multiple ways. UNLOCK the Problem World
Why will there be no boxes
fewest packages possible. Complete the chart. for packing 5,084 blocks?

Number of Crates Boxes Stacks Single Blocks Possible answer: While Math
Blocks Packed
1,479
(Thousands)
1
(Hundreds)
4
(Tens)
7
(Ones)
9
there are 50 hundreds
in 5,084, they can be
Share and Show Board

5,084 5 0 8 4 packed using 5 crates The first problem connects to the learning
since 10 boxes fill a model. Have students use the MathBoard to
2. The factory has no crates or stacks. How can Gaspar pack crate and that uses
fewer packages.
explain their thinking.
the 1,479 blocks? the 5,084 blocks?
Possible answer: 14 boxes and 79 single blocks; 50 boxes, MTR 2.1 Demonstrate understanding in
multiple ways.
84 single blocks

3. Model with base-ten blocks how Gaspar can pack Math Use Math Talk to focus on
1,479 blocks using the fewest packages. Draw a quick
picture to show your model. Then complete the
Talk students’ understanding of how to
information about the blocks. represent four-digit numbers in different ways.

T T T T Use the checked problems for Quick Check.

Students should show their answers for the
Quick Check on the MathBoard.
_
1 thousand _
4 hundreds 7 tens 9 ones
1,000 + 400 + _
70 + _
9
Quick Check MTSS RtI
On Your Own Quick Check MTSS RtI
4. The block factory is packing 2,140 blocks. How can it If
pack the blocks using the fewest packages? If a student misses the checked problems
Remember
2 crates 1 box 4 stacks 1 crate = 1,000 blocks
Then Differentiate Instruction with
1 box = 100 blocks
© Houghton Mifflin Harcourt Publishing Company • Reteach 1.1

© Houghton Mifflin Harcourt Publishing Company

5. Suppose the block factory has only boxes and stacks.
1 stack = 10 blocks
How can it pack 2,140 blocks?
• Waggle MA.3.NSO.1.2
Possible answer: 21 boxes 4 stacks

6. Suppose the block factory has only crates and stacks.

How can it pack 2,140 blocks?

8
Possible answer: 2 crates 14 stacks

Florida’s B.E.S.T. Go Math! Grade 3

4 Elaborate
3_mflese661030_c01l01.indd 8 12/07/21 6:21 PM On Your Own
If students complete the checked problems
Visual correctly, they may continue with the
Ready for More Individual/Partners
remaining problems.
• Display the early Egyptian symbols to name Problems 4–6 Students are required to
numbers. represent numbers using the fewest crates,
boxes, stacks, and single blocks possible.
• Challenge students to write numbers using Common Errors
the symbols below. Then have them exchange
numbers with a partner and solve.
Common Errors
Lotus Flower Scroll Heel Bone Stick
Error Students may add 1 instead of 10
to the hundreds place when regrouping
1 thousand.
Example Students may write
1,000 100 10 1
5 instead of 14 for the number of
hundreds in 1, 479.
Springboard to Learning Have students
use base-ten blocks and trade blocks before
writing the number in a different way.

Chapter 1 • Lesson 1   8

 CorrectionKey=FL-B

Name

Higher-Order Thinking UNLOCK the Problem Real

World
Students use higher-order thinking by
7. Janie packs blocks at the ABC Blocks factory.
decomposing and composing numbers flexibly She packs 2 crates, 5 boxes, and 9 stacks.
using given place values. How many blocks did she pack?

MTR 4.1 Engage in discussions on A 259 C 2,590 Think: 1 crate = 1,000 blocks

mathematical thinking. B 2,509 D 2,059

1 box = 100 blocks
1 stack = 10 blocks
Problem 7 Students need to relate place
value to the packing blocks scenario. When a. What do you need to find?

students have solved the problem, ask: how many blocks Janie packed
• How could Janie pack the same number of She packs 2 crates, 5 boxes, and 9 stacks.
b. What information are you given? _____
blocks using one type of package? Possible
answer: 259 stacks There are 1,000 blocks in a crate, 100 blocks in a box, and 10 blocks in a stack.

c. Draw a quick picture to show the d. Complete the sentences.

MTR 5.1 Use patterns and structure. number of thousands, hundreds, and
To extend thinking, ask how many blocks tens. Use T for thousands, for There are __
2,000 blocks in
Janie would pack if she packed 1, 2, or 3 more hundreds, and for tens. Check students' 2 crates.
drawings.
boxes of 100, or 1, 2, or 3 more crates of 1,000. There are __
500
T T 5 boxes.
blocks in

There are __
90 blocks in
9 stacks.

There are a total of __2,590 blocks

in 2 crates, 5 boxes, and 9 stacks.
e. Fill in the bubble for the correct
answer choice above.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

8. Dan packs 1,500 blocks. He has no boxes.

How can he pack the blocks? Explain. on the
Spot
1 crate and 50 stacks; Possible explanation: 1,000 blocks

will fit into 1 crate. With no boxes available, Dan needs to

make 50 stacks for the remaining 500 blocks.

Chapter 1 • Lesson 1 9

3_mflese661030_c01l01.indd 9 12/07/21 6:21 PM

Meeting Individual Needs

Reteach 1.1 Enrich 1.1
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

MTSS RtI1
CorrectionKey=FL-A CorrectionKey=FL-A

LESSON 1.1 LESSON 1.1

Name Name
Reteach Enrich

Compose and Decompose Numbers Place Value Treasure Chest

Through Thousands The combination to a locked treasure chest is a 4-digit code.
The block factory puts a packing list in each order. The missing numbers in Exercises 1–6 provide clues to help
Complete the chart. Use the fewest packages possible. you find the combination. Find the missing numbers.

Number of Crates Boxes Stacks Single Blocks

Blocks Shipped (Thousands) (Hundreds) (Tens) (Ones)
1,249 1 2 4 9
3,780 3 7 8 0
Suppose the factory has no crates? How can it
pack the order for 1,249 blocks?
Think: 1 thousand = 10 hundreds
12 boxes 4 stacks 9 single blocks
1 3,000 + 50 + 9 = 3,059 2 1,000 + 300 + 60 + 5 = 1,365
Suppose the factory has only crates and stacks. 70 4
3 4,000 + 600 + = 4,670 4 2,000 + 800 + = 2,804
How can it pack the order for 3,780 blocks?
Think: 7 hundreds = 70 tens 5 7,000 + 2 = 7,002 6 4,000 + 200 + 90 + 2 = 4,292
3 crates 78 stacks
7 To find the 4-digit code, add your answers from Exercises 1–6. The
1 What is one way you can pack 1,576 blocks without 4-digit sum is the combination to the locked treasure chest. Write your
using a crate? answer below.
Possible answer: 15 boxes 7 stacks 6 single blocks 8 , 3 2 4

8 Stretch Your Thinking You open the treasure chest, but instead of
2 Ryan packed 2 crates, 5 boxes, and 4 stacks. Then he treasure there’s another lock and a note with a riddle on it! Use your
packed 1 crate, 15 boxes, and 4 stacks. Are the number combination from Exercise 7 and the place value riddle below to open
of blocks in each order equal? Explain. the new lock.
Yes. Possible explanation: 2 crates 5 boxes 4 stacks = 2,000 + 500 + 40, Your thousands digit is my hundreds digit, your hundreds digit is my
ones digit. Your tens digit is my thousands digit, and your ones digit is
or 2,540; 1 crate 15 boxes 4 stacks = 1,000 + 1,500 + 40, or 2,540; my tens digit. What 4-digit number am I?
2 , 8 4 3
so, each order has 2,540 blocks.
Go Online In case student formulated an incorrect answer for #7, instructor may check
accuracy of riddle solution using whatever 4-digit answer student gave for #7.
1
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
1 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c01r01.indd 1 7/6/21 2:21 PM

3_mflean1822132_c01e01.indd 1 7/6/21 2:26 PM

9 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving Real

Problem Solving · Applications World
Applications
Fill in the bubble for the correct answer choice.

9. A factory manufactures 100 blocks per hour. How many

MTR 5.1 Use patterns and structure.
hours will it take to manufacture 1,300 blocks? Problem 11 Assess the students’ ability to use
A 30 hours C 3 hours patterns in place value to compose four-digit
B 13 hours D 130 hours
numbers.
10. Use base-ten blocks to model 2,310. Which model shows
the number?
A C
5 Evaluate Formative
Assessment

B D I Can
Reflect Have students decompose a four-digit
number one way and explain to a partner in
11. Imani uses 1,000 beads to make a necklace. She uses 100
their own words how to demonstrate the skill
beads to make a hair clip. She uses 10 beads to make a
ring. Imani used 3,450 beads in all. What could she have for the I Can statement.
made? I can compose and decompose four-digit
A 1 necklace, 34 hair clips, and 5 rings numbers in multiple ways. . . . using place value.
To decompose, I can add the values of all the digits,
B 3 necklaces, 4 hair clips, and 5 rings
including regrouping to decompose a different way. To
C 34 necklaces, 5 hair clips, and 0 rings compose, I can add the values given to find the standard
D 3 necklaces, 45 hair clips, and 0 rings form of the number.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©HMH

Math Journal WRITE Math
12. Which is NOT a way to pack 1,460 blocks? Describe two ways to show 1,435 using
A 1 crate, 4 boxes, and 6 stacks thousands, hundreds, tens, and ones.
B 146 stacks
C 14 boxes and 6 stacks
D 1,460 stacks

10 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01l01.indd 10 12/07/21 6:21 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 1 • Lesson 1   10

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 1.1
Practice and Homework
• Built-in student supports Compose and Decompose Numbers
• Actionable Item Reports Go Online
• Standards Analysis Reports Through Thousands Interactive Examples

Practice and Homework

1. Shawna packs blocks at the ABC 2. The block factory uses a crate for

Compose and Decompose Blocks factory. She packs thousands

in crates and tens in stacks. How can
one thousand blocks, a box for one
hundred blocks, and a stack for ten
Numbers Through Thousands she pack an order for 1,250 blocks
using just crates and stacks?
blocks. How can Mark pack 2,340
blocks using the fewest packages?
Use the Practice and Homework pages to 1 crate 25 stacks 2 crates 3 boxes 4 stacks
provide students with more practice of the
3. Jordy works at the block factory. 4. Hakeem has an order for 4,180 blocks
concepts and skills presented in this lesson.
He has an order to pack 3,280 blocks. to pack, but he has run out of crates
Students master their understanding as they How can he pack the blocks using the to pack the thousands. How can
complete practice items and then challenge fewest packages? Hakeem pack the blocks?
their critical thinking skills with Problem 3 crates 2 boxes 8 stacks 41 boxes 8 stacks
Solving.
5. Suppose the block factory has only 6. Suppose the block factory has only
crates and stacks. How can it pack an boxes and stacks. How can it pack an
order for 4,270 blocks? order for 3,630 blocks?
4 crates 27 stacks 36 boxes 3 stacks

Problem Solving Real

World

7. Zach works at the block factory. 8. Phu packs an order of blocks in

He needs to pack an order for 2 crates and 7 stacks. How many
1,060 blocks. He only has stacks left blocks does Phu pack?
© Houghton Mifflin Harcourt Publishing Company

to pack with. How many stacks will

Zach need?
106 stacks 2,070 blocks

Chapter 1 • Lesson 1 11

3_mflese661030_c01p01.indd 11 12/07/21 6:24 PM

11 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
Fill in the bubble for the correct answer choice. students in previously taught concepts and to
9. Dennis makes a tile table. He uses 10. A factory fills 10 cups of yogurt promote content retention.
2 boxes of 1,000 red tiles, some boxes every second. How many seconds
of 100 blues tiles, and 8 boxes of 10 will it take for the factory to fill
green tiles. He uses 3,380 tiles in all. 1,800 cups of yogurt?
How many boxes of blue tiles does
A 18 seconds
Dennis use?
B 8 seconds
13 boxes
C 180 seconds
D 1,800 seconds

11. Darius has 1,026 baseball cards. He wants to use blocks

to show the number of thousands, hundreds, tens,
and ones. Which shows what Darius can model?
A C

B D

Spiral Review
12. Soo-Lin draws this picture to show the 13. Charlene works at a button factory.
number of pennies she has saved. She packs buttons in boxes of 10.
How many boxes will Charlene
need to pack 150 buttons?
© Houghton Mifflin Harcourt Publishing Company
A 150

How many pennies does Soo-Lin have?

B 15
C 5
472
D 1,500

12 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01p01.indd 12 12/07/21 6:24 PM

Chapter 1 • Lesson 1   12

LESSON
1.2 Lesson at a Glance
Read and Write Numbers through
Ten Thousand

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.1.1 Read and write numbers from 0 to 10,000 using I can read and write numbers through ten thousand.
standard form, expanded form, and word form.
Learning Goal
Mathematical Thinking & Reasoning Standards
Read and write numbers in word form, expanded form, and
● MTR.1.1 Actively participate in effortful learning.
standard form.
● MTR.2.1 Demonstrate understanding in multiple ways.
● MTR.5.1 Use patterns and structure. Language Objective
Students describe different ways to read and write numbers.
MATERIALS
• MathBoard • base-ten Blocks

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.1.1 Read and write numbers ● MA.3.NSO.1.1 Read and write numbers ● MA.4.NSO.1.2 Read and write multi-digit
from 0 to 1,000 using standard form, from 0 to 10,000 using standard form, whole numbers from 0 to 1,000,000 using
expanded form, and word form. expanded form, and word form. standard form, expanded form, and word
form.

ABOUT THE MATH

The structure of the place-value system allows students to Students are familiar with standard form because that
understand the value of numbers, and that value needs to is how we communicate numbers in writing. The value
be communicated accurately when a number is represented of each digit is indicated by its location in the number.
or communicated. Developmentally, students began verbally Finally, expanded form is another way to write the
using the word form of a number when they learned to number in which the value of each digit is explicitly stated.
count. It is important now that they carefully say each part of All these forms are familiar to students already, but they
the word so as not to change the number about which they will be applying them to greater numbers.
are trying to speak. Most common is for students to try to use
the word erroneously when it refers to a decimal point.

For more professional learning,

13A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 1.2 with the Interactive Student
A factory manufactures 100 blocks per minute. How many Edition
minutes will it take to manufacture 2,400 blocks? 24 minutes

Vocabulary
I Can Objective
I can read and write numbers through ten thousand.
• Interactive Student Edition
• Multilingual Glossary Making Connection
Invite students to tell you what they know about
Vocabulary Builder mountains.

Number Forms Ask students to define each term and • How would you describe what mountains look
give an example. Accept reasonable definitions. Possible like? Where in the United States can you find
examples given. many mountains? Why might people want to
climb to the top of a mountain?
Term Example(s)
word form three hundred fifty-six Learning Activity
standard form 356 Direct students to look at the different digits in the
height of a mountain that is 9,289 feet tall.
expanded form 300 + 50 + 6
• What digit represents the number of thousands?
• What digit represents the number of hundreds?
• What digit represents the number of tens?
FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Have students write parts of the number 2,654 as a sum
of its place values. First, write 54 = 50 + 4; then, 654 =
600 + 50 + 4; followed by, 2,654 = 2,000 + 600 + 50 + 4.
• Have students write the expanded form and word
form for the heights of the following mountains in
Texas: El Capitan—8,085 feet, Bartlett Peak—8,508 feet,
Guadalupe Peak—8,749 feet.

Chapter 1 • Lesson 2   13B

 CorrectionKey=FL-B

LESSON 1.2 CHAPTER 1

Name Lesson 2
2 Explore
Florida’s B.E.S.T.
Read and Write Numbers Through ● Number Sense & Operations 3.NSO.1.1

Ten Thousand ● Mathematical Thinking & Reasoning

MTR.1.1, MTR.2.1, MTR.5.1

I Can read and write numbers through ten thousand.

Real
Unlock the Problem World UNLOCK the Problem Real
World
MTR 2.1 Demonstrate understanding in
The minimum height required for a landform
multiple ways. to be a mountain is 1,969 feet. What is the value • Underline what are you asked
to find.
Why do you need to know how to write a of the 1 in 1,969?
number in different ways? You can use a place-value chart.
Tell students that they will learn different Thousands Hundreds Tens Ones Math Idea
ways to read and write numbers using digits 1 9 6 9 The location of a digit
and words and the value of each digit. in a number tells its
value.
So, the value of the digit 1 in 1,969 is 1 thousand,
Discuss the problem and the different ways of or 1,000.
reading and writing the number 1,969.
You can write this number in different ways.
• What is one thousand, nine hundred
sixty-nine in standard form? 1,969 Word form is a way to write a number
using words.
• How would you write one thousand, nine
one thousand, nine hundred sixty-nine
hundred sixty-nine in expanded form?
1,000 + 900 + 60 + 9
• Explain how the expanded form of 1,969 is Expanded form is a way to write a number
by showing the value of each digit.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Getty Images

related to the standard form. Possible answer:

The expanded form is a way to write 1,969 by showing 1,000 + 900 + 60 + 9
The value of each digit. The value of each of the digits
is 1,000; 900; 60; and 9. So, the expanded form is Standard form is a way to write a number
1,000 + 900 + 60 + 9. using the digits 0 to 9, with each digit having
a place value. Math MTR
Math
Demonstrate understanding
1,969 Talk 2.1 in multiple ways.
Use Math Talk to focus on students’
Talk understanding of how to use base-ten Math Talk: Possible answer: I could use 1
How could you model 1,969
with base-ten blocks?
thousands cube, 9 hundreds, 6 tens, and 9 ones.
blocks to model larger numbers.

Go Online For more help Chapter 1 • Lesson 2 13

3_mflese661030_c01l02.indd 13 01/09/21 4:20 PM

Multilingual Support
STRATEGY: Define
• Students learn about standard form, expanded form, and word
form by using the terms in context.
three thousand, twenty-four
• Write numbers in different forms on 4,578
the board. Ask questions about the 90,000 + 1,000 + 60 + 2
numbers.
• Is this number written in standard form? What other number is
written in standard form?
• Repeat with numbers written in expanded form and word form.

Go Online
Video Tutorials and
Interactive Examples

13 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Try This! You can use quick pictures to show 6,142.

T T T T T T = 6,000

100
3 Explain
=

= 40
= 2
Try This!
100
6,000
+ + 40
+ 2 The example shows how to decompose a
number as a sum of so many thousands, so
Share and Show Math
Board many hundreds, so many tens, and so many
Complete the expanded form. ones using a quick picture.
• How would your quick picture change if the
1. __
4,000 + 200 + 90 + __
5 = 4,295
number was 6,042? The picture would not have
2. __ 7,000 + __ 100 + 40 + __
8 = 7,148
any hundreds.
Write the number in standard form.
3. 8,000 + 200 + 40 + 9 4. five thousand, eight hundred eleven Math
8,249 5,811 Share and Show Board

The first problem connects to the learning model.

Complete the chart to show the number in three ways. Use the checked problems for Quick Check.
Standard
Expanded Form Word Form
Students should show their answers for the
Form
Quick Check on their MathBoard.
5. 7,520 7,000 + 500 + 20 __
seven five hundred twenty
thousand, _ _

6. 8,901 8,000 + 900 + 1 eight thousand, nine hundred one

Quick Check MTSS RtI
Write the value of the underlined digit. Quick Check MTSS RtI
7. 9,427 8. 7,084 9. 5,320 10. 4,698 If
__
9,000 __
0 5,000
__ 600
__ If a student misses the checked problems
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Write the number in standard form. Then Differentiate Instruction with
11. 20 + 600 + 9,000 + 8 __
9,628 5,035
12. 35 ones 5 thousands __ • Reteach 1.2
• Waggle MA.3.NSO.1.1

14 Florida’s B.E.S.T. Go Math! Grade 3 Higher-Order Thinking

Problems 11 and 12 Students are required
to apply place-value concepts to write
3_mflese661030_c01l02.indd 14 01/09/21 4:20 PM
the standard form of a number given the
expanded form or word form that is not
Ready for More Visual
Individual/Partners
written in decreasing place-value order.

Materials: paper bag, Digit Cards (see Teacher Resources)

Common Errors
• Have students pick four digit cards from the bag. Common Errors
Using the cards, four students create the greatest
four-digit number possible and the least four-digit Error Students may omit a 0 when writing a
number possible. number in standard form from word form or
expanded form.
• Have students write the numbers in standard
form, expanded form, and word form. Example For the expanded form
2,000 + 90 + 8, students may write
298 instead of 2,098.
4 3 6 1 8
Springboard to Learning Have students read
the number they wrote in standard form and
8,631; 8,000 + 600 + 30 + 1,368; 1,000 + 300 + 60 + 8; see if it matches the word form or expanded
1; eight thousand, six hundred one thousand, three hundred form they started with. Writing numbers in a
thirty-one sixty-eight place-value chart may also be helpful.

Chapter 1 • Lesson 2   14

 CorrectionKey=FL-B

Name

4 Elaborate On Your Own

13. Unscramble the place values. Write three forms

of the number.
On Your Own 4 tens + 8 thousands + 6 ones + 5 hundreds
If students complete the checked problems 8,546; 8,000 + 500 + 40 + 6;
correctly, they may continue with the Show the Math
eight thousand, five hundred forty-six
remaining problems. Demonstrate Your Thinking
Problem 16 Students need to find the numbers 14. WRITE Math Neal wrote a four-digit number using
that will have 1 in the thousands place and 0, 2, 4, and 6. Neal did not use the same digit twice.
What is the least number he could have written?
7 in the ones place. Students can create an Explain.
organized list to find all the numbers. 2,046; Possible explanation: the 0 cannot be in the
For Problem 17, ensure that students can write
thousands place, so the 0 follows the 2. Since 4 < 6, the
the expanded form of 8,003. Point out that
the expanded form of a number such as 8,003 last 2 digits are 46.

will include the zeros in the hundreds and

15. MTR Is 3,000 + 650 + 2 equal or not equal to
tens places.
3,000 + 400 + 200 + 52? Explain.
Equal; Possible explanation: 3,000 + 650 + 2 = 3,652;

Higher-Order Thinking 3,000 + 400 + 200 + 52 = 3,652. So, the numbers are

MTR 1.1 Actively participate in effortful equal.

learning.
16. Write all the possible four-digit numbers
Problem 15 Students explain how two using the digits 1, 4, 7, and 0, with the digit on the
representations can be used to describe the 1 in the thousands place and the digit 7 in Spot
same number. the ones place.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

1,047; 1,407
MTR 5.1 Use patterns and structure.
Have students make a table like the one 17. Write the number eight thousand three in
standard form and expanded form.
below.
8,003; 8,000 + 0 + 0 + 3

Number of digits Least Greatest

in number number number
Chapter 1 • Lesson 2 15
1 1 9
2 10 99
3 100 999 3_mflese661030_c01l02.indd 15

Meeting Individual Needs

01/09/21 6:55 PM

4 1,000 9,999
Reteach 1.2 Enrich 1.2
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

MTSS RtI1
CorrectionKey=FL-A CorrectionKey=FL-A

• What pattern do you see in the table? LESSON 1.2

LESSON 1.2

Possible answer: Each least number has a 1 as the first Name Name
Reteach Enrich

digit and zeros as the rest of the digits, except for 1. Baseball Place Value
Read and Write Numbers
Each greatest number has 9 for all digits and each Through Ten Thousand The table shows about how many people went to each game of five

number has one more 9 than the number above it. Standard form is a way to write numbers using the digits 0 to 9. minor league baseball teams last season. Draw a line to match the
standard form to the expanded form or word form.

10,000
CRAYONS 1,000 1,000
10 10 Team Attendance in Standard Form Expanded Form or Word Form
S
CRAYONS CRAYON
100 100 100 10 10 10
Team A 8,542 8,000 + 600 + 30 + 1

Eight thousand, five hundred

Think: 2 thousands Team B 8,631
3 hundreds 5 tens 4 ones forty-four
Thousands Hundreds Tens Ones So, the standard form is
written 2,354. Team C 7,849 8,000 + 600 + 30
2, 3 5 4
Eight thousand, five hundred
Team D 8,630
forty-two
Expanded form is a way to write the number by
showing the value of each digit. Team E 8,544 7,000 + 800 + 40 + 9

2 thousands 3 hundreds 5 tens 4 ones

1 Explain how you 2 Choose a 4-digit number of
3
2,000 300 50 4
determined which attendance your own to write in standard
2,000 + 300 + 50 + 4 form, in expanded form, and in
matched each word form or
Word form is a way to write the number using words. expanded form. word form.
two thousand, three hundred fifty-four Possible answer: By changing the Answers will vary. Check for

word form or expanded form accuracy.

Complete the expanded form.
into standard form, I was able to
1 2,051 2,000 + 50 + 1
match it to the correct standard

2 4,805 4,000 + 800 + 5 form.

Write the number in standard form.

8,534 2
3 8,000 + 500 + 30 + 4

Go Online 4 nine thousand, eight 9,008

2
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
2 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c01r02.indd 2 7/6/21 2:21 PM

3_mflean1822132_c01e02.indd 2 7/6/21 2:20 PM

15 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications

Problem Solving Real
Applications World
Fill in the bubble for the correct answer choice.

18. A soccer stadium has five thousand, seven hundred

MTR 2.1 Demonstrate understanding in
thirty-nine seats. What is the number of soccer stadium multiple ways.
seats in standard form? Problem 20 Assess the students’ ability
A 7,139 C 5,739
to interpret a number in expanded form.
Students are required to show the number of
B 5,139 D 3,578 steps in a different form, expanded form, in
19. What is the value of the digit 3 in $3,278? which they add the values of each digit.
A $3,000 C $30

5 Evaluate Formative
B $300 D $3
Assessment
20. MTR In one hour, James took 2,015 steps, Angus took
2,010 steps, Cilian took 2,018 steps, and Dion took
2,013 steps. Which is equal to the number of steps
James took?
I Can
A 2,000 + 10 + 8 C 2,000 + 10 + 5 Reflect Have students write a number and
B 2,000 + 10 D 2,000 + 10 + 3 then explain to a partner in their own words
how to demonstrate the skill for the I Can
21. Which is the standard form of 37 hundreds + 170 ones?
statement.
A 3,770 C 3,717 I can read and write numbers through ten
B 3,810 D 3,870 thousand . . . by using place value. I can say the
number and then write it in standard form or add the
22. There are 800 silver cars, 90 black cars, 6,000 blue cars, value of each digit to write it in expanded form.
and 8 green cars at a car dealership. What is the total
number of cars at the car dealership written in standard
© Houghton Mifflin Harcourt Publishing Company
form? Math
Math Journal WRITE
A 9,688 C 9,868
Explain the difference between the standard
B 8,968 D 6,898 form and expanded form of a number.

16 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01l02.indd 16 01/09/21 7:22 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 1 • Lesson 2   16

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 1.2
Practice and Homework
• Built-in student supports Read and Write Numbers Through
• Actionable Item Reports Go Online
• Standards Analysis Reports Ten Thousand Interactive Examples

Practice and Homework

Write the number in standard form.
Read and Write Numbers 1. 4,000 + 300 + 20 + 9 2. 6,000 + 300 + 7

Through Ten Thousand 4,329 6,307

3. eight thousand, five hundred 4. seven thousand, six hundred

Use the Practice and Homework pages to ninety-nine twenty-eight
provide students with more practice of the
8,599 7,628
concepts and skills presented in this lesson.
Students master their understanding as they Unscramble the place values. Write three
complete practice items and then challenge forms of the number.
their critical thinking skills with Problem 5. 3 tens + 7 thousands + 2 ones + 6. 9 hundreds + 4 thousands +
Solving. 6 hundreds 8 ones + 7 tens
7,632; 7,000 + 600 + 30 + 2; 4,978; 4,000 + 900 + 70 + 8; four

seven thousand, six hundred thousand, nine hundred seventy-eight

thirty-two

Problem Solving Real

World

7. A craft store has boxes of colored 8. Nia has number cards for 2, 8, 9,
beads. There are 2 boxes of ten blue and 5 arranged to show four-digit
beads, 7 boxes of one hundred green numbers with the least number in
beads, and 5 boxes of one thousand red the thousands place and the greatest
© Houghton Mifflin Harcourt Publishing Company

beads. How many beads does the craft number in the tens place. What
store have? numbers did she show?

5,720 beads 2,895; 2,598

Chapter 1 • Lesson 2 17

3_mflese661030_c01p02.indd 17 01/09/21 6:59 PM

17 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
9. An airplane travels a total of 10. The Marshall family drives students in previously taught concepts and to
five thousand, seven hundred 3,408 miles across the country.
promote content retention.
three miles in one day. What is the Which shows the expanded form of
number of miles the airplane travels how far the Marshall family drives?
in standard form?
A 3,000 + 40 + 8
A 5,703
B 300 + 40 + 8
B 573
C 3,000 + 400 + 8
C 5,730
D 3,000 + 400 + 80
D 5,073
11. Rory uses numeral cards to make 12. Jamiesha writes these place values
this number: on four cards.

1 , 3 0 9 7 tens 4 hundreds

What is the value of the digit 3? 3 ones 8 thousands

A 3,000
What number is shown on the
B 3 cards?
C 30 A 7,438 C 8,473
D 300 B 7,348 D 8,073

Spiral Review
13. A crayon factory makes 80 red 14. Use >, <, or = to compare.
crayons per batch. How many tens
649 694 © Houghton Mifflin Harcourt Publishing Company
of crayons is this? <

946 > 496

469 = 469
8 tens

18 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01p02.indd 18 01/09/21 7:00 PM

Chapter 1 • Lesson 2   18

LESSON
1.3 Lesson at a Glance
Numbers Through Ten Thousand on a
Number Line

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.1.3 Plot, order, and compare whole numbers I can plot numbers through ten thousand on a number line.
up to 10,000.
Learning Goal
Mathematical Thinking & Reasoning Standards
Represent numbers through ten thousand on a number line.
● MTR.3.1 Complete tasks with mathematical fluency.
● MTR.4.1 Engage in discussions on mathematical thinking. Language Objective
● MTR.5.1 Use patterns and structure. Students explain how the location of a number on a number
● MTR.6.1 Assess reasonableness of solutions. line helps them to understand the size of the number.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.1.3 Plot, order, and compare ● MA.3.NSO.1.3 Plot, order, and compare ● MA.4.NSO.1.3 Plot, order, and compare
whole numbers up to 1,000. whole numbers up to 10,000. multi-digit whole numbers up to
1,000,000.

ABOUT THE MATH

In previous years, students have plotted numbers on Students identify important qualities of the approximate
number lines in which a hash mark indicates exactly where locations of these numbers. First, they identify the
the number goes. As the numbers became greater and the thousands or hundreds that the number is between. Then,
number lines contained greater scales, students learned to using the halfway mark, they determine to which of those
approximate the location of a number between two other values the number is closer. This is preparing students
whole numbers. They continue to apply this skill as they for the concept of rounding to the nearest hundred or
work with even greater numbers and number lines with thousand by giving them a visual image of what rounding
greater scales. means.

For more professional learning,

19A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 1.3 with the Interactive Student
Write three thousand, two hundred eight in standard and Edition
expanded form. 3,208; 3,000 + 200 + 8

Vocabulary
I Can Objective
I can plot numbers through ten thousand on a
• Interactive Student Edition number line.
• Multilingual Glossary
Making Connections
Fluency Builder Invite students to think of a situation where it
could be helpful to plot numbers on a number
Plot Numbers Write the following numbers on the board. line to determine how close or how far apart the
Ask students to draw a number line and plot the points. numbers are from each other.
13, 24, 56, 72, 88, 39
Check students’ number lines. Learning Activity
Invite students to work in pairs to write a story
about traveling to three different locations. Ask
them to draw a map of the locations and include
FOCUSING ON THE WHOLE STUDENT the distances between each location. Then have
them draw and label a number line that shows the
locations from their story.
Access Prior Knowledge
Ask students to think of 2 three-digit numbers and then
draw and label a number line that shows the locations of
the numbers.

Supporting All Learners

Self-Management
Make students aware that sometimes their own emotions
or feelings are what stand in the way of learning. If they
feel empowered as learners, that positive attitude will
help them persevere. Do you get discouraged when you
are struggling to learn something new? What can you do
to remain positive? What makes you feel positive when
you are learning? Can you think of strategies you have
used before to help you learn? Keeping a positive attitude
will help your mind stay open to new ideas.

Chapter 1 • Lesson 3   19B

 CorrectionKey=FL-B

LESSON 1.3 CHAPTER 1

Name Lesson 3
2 Explore
Florida’s B.E.S.T.
Numbers Through Ten Thousand ● Number Sense & Operations 3.NSO.1.3

on a Number Line ● Mathematical Thinking & Reasoning

MTR.3.1, MTR.4.1, MTR.5.1, MTR.6.1

I Can plot numbers through ten thousand on a

number line.
Unlock the Problem
How would you plot a number on a number UNLOCK the Problem
line? When you plot a number on a number line, you put a
Discuss the problem. Be sure that students point on the number line where the number belongs.
You might have to approximate its position if there is not
understand that 327 is an exact number and a hash mark right where the point should be.
they need to approximate its location on the
number line. Maya takes her collie to the vet. She pulls a number to
get in line. She is number 327.
• Why does the first number line include
hundreds but not thousands? Possible answer: Plot the number on a number line.
because 327 is a three-digit number, so it will fall A 327
between two hundreds 327
• Between which two hundreds is 327?
Which hundred is it closer to? Explain. 100 200 300 400
300 and 400; 327 is closer to 300; It is 27 away
from 300 but 73 away from 400. Find which hundreds the number is between.
• Look at the second number line. How is © Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Asia Images Group/Getty Images 327 is between __
300 and __
400 . Possible explanation: I know
plotting a four-digit number similar to that 327 is between 300 and
327 is closer to __
300 than it is to __
400 .
plotting a three-digit number? Possible answer: 400 and that it is closer to
B 6,842 300 because the numbers
First, you determine between which two numbers on
to the left are less than the
the number line it will be. Then, you determine which it 6,842
numbers to the right.
is closer to.
Math MTR Engage in discussions on
Math
5,000 6,000 7,000 8,000 Talk 4.1 mathematical thinking.
Use Math Talk to help students
Talk think about the relative size of a
Find which thousands the number is between. Explain how locating 327
on a number line helps
you understand the size of
number. The number 327 is between 300 and 6,842 is between __
6,000 and __
7,000 . the number.

400 on the number line, but 27 numbers from 7,000

6,842 is closer to __ 6,000
than it is to __ .
300 and 73 numbers from 400. Numbers on the
left on a number line will always be less than
numbers on the right. Chapter 1 • Lesson 3 19

3_mflese661030_c01l03.indd 19 04/08/21 8:34 PM

Multilingual Support
STRATEGY: Creative Grouping
Reteach 1.1
Materials: base-ten blocks

• Partner advanced multilingual learners with beginning and

intermediate multilingual learners to assist in language acquisition
and practice.
• Have advanced students model pronunciation as they read
three-digit numbers to beginning students.
• Have beginning students use base-ten blocks to show the
numbers.

Go Online
Video Tutorials and
Interactive Examples

19 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

3 Explain
C 7,452 7,452

7,000 7,500 8,000

7,000
7,452 is between __ 8,000
and __ .
MTR 5.1 Use patterns and structure.
7,000
7,452 is closer to __ 8,000
than it is to __ . In Problems C and D, emphasize how the
D 4,615 4,615 process of plotting four-digit numbers is
similar, whether they are closer to the lesser
4,000 4,500 5,000
or the greater number on the number line.
• How can you know if a number is closer to
4,000
4,615 is between __ 5,000
and __ . the lesser number or the greater number on
5,000
4,615 is closer to __ 4,000
than it is to __ . the number line? Possible answer: Find the halfway
point. Then compare the number to it. If the halfway
point is greater, then the number is closer to the lesser
number. If the halfway point is less, then the number is
closer to the greater number.
Share and Show Math
Board
Math
Use the number line for problems 1–2. Plot 8,714 on the number line.
Share and Show Board
8,714 Math MTR Assess the reasonableness The first problem connects to the learning
Talk 6.1 of solutions.
5,000 6,000 7,000 8,000 9,000 model. Have students use the MathBoard to
Is the point you put on
the number line in the explain their thinking.
1. 8,714 is between __
8,000 and __
9,000 . exact location or an
approximate location? Use the checked problems for Quick Check.
Explain.
2. 8,714 is closer to __
9,000 8,000
than it is to __ . Students should show their answers for the
Possible answer:
Quick Check on the MathBoard.
approximate; I am
Use the number line for problems 3–4. Plot 6,287 on
putting it about where it
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

the number line.
MTSS RtI
should go. I would need
6,287 a hash mark for every
number to make it exact.
Quick Check MTSS
Quick Check RtI
4,000 5,000 6,000 7,000 8,000 If
If a student misses the checked
3. 6,287 is between __
6,000 and __
7,000 .
problems
4. 6,287 is closer to __
6,000 than it is to __
7,000 .
20 Florida’s B.E.S.T. Go Math! Grade 3 Then Differentiate Instruction with
• Reteach 1.3
• Waggle MA.3.NSO.1.3
3_mflese661030_c01l03.indd 20 04/08/21 8:35 PM

Ready for More Visual

Individual/Partners
Common Errors
Common Errors
• Write this riddle on the board:
Error Students may plot numbers incorrectly
I am a number between 440 and 460. I am closer to because they do not identify the closer ten,
450 than either of the other numbers. I am closer hundred, or thousand.
to 400 than 500. My ones digit is an even number,
but it is not 8. What number am I? 446 Example To plot 536, students may
look at the 36 and think that the
• Have students use the first clue to list the numbers number is closer to 600.
between 440 and 460. Then have students use the
Springboard to Learning Have students
remaining clues to eliminate numbers until there is
use a number line to see if the number is
only one number left. Encourage students to check
closer to 500 or to 600. They will see that
their work to make sure their answer satisfies all
536 is 36 numbers away from 500 and 64
the clues.
numbers away from 600.
• Challenge students to make up their own riddles
involving plotting three- or four-digit numbers.
Have them exchange their riddles with a partner
and solve.

Chapter 1 • Lesson 3   20

 CorrectionKey=FL-B

Name

4 Elaborate On Your Own Real

World

5. MTR Sandy works at a zoo. She records

Real
Visitors to the Giraffe Exhibit
the number of visitors to the giraffe exhibit
On Your Own World each day. The table shows her records for
Sunday
Day Number of Visitors
894
one week. On which two days did about 800
If students complete the checked problems visitors come to the giraffe exhibit? Monday 763
correctly, they may continue with the Tuesday 438
a. What do you need to find?
remaining problems. Wednesday 362

two days for which the number of visitors is Thursday 839

MTR 3.1 Complete tasks with mathematical about 800 each day
Friday
Saturday
725
1,013
fluency.
b. What information are you given?
Problem 5 Students use information from
Possible answer: I know how many visitors came
a table and plotting numbers on a number
line to solve a problem. In Part c, encourage each day; I know how to round to the nearest hundred.
students to discuss strategies they can use to
c. What plan or strategy will you use to solve the problem?
determine which numbers in the table are
Possible answer: I need to plot the numbers on a number line and see which ones
closest to 800. are close to 800.

MTR 5.1 Use patterns and structure. d. Plot the number of visitors on the number line.

Problem 6 Students are required to explain 763 894

362 438 725 839 1,013
how they can use a number line to explain the
relative size of a number. 200 300 400 500 600 700 800 900 1,000

e. 839
The points closest to 800 are __ 763
and __ .
Higher-Order Thinking f. So, the two days with about 800 visitors are __
Monday and __
Thursday .
To extend their thinking, ask students to find
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

the greatest number that rounds to 5,500. 6. How can you use a number line to help you understand the size of the number
3,700? Explain.
Possible explanation: I know that 3,700 is between 3,000 and 4,000 and is closer to

4,000 since the numbers to the right on a number line are greater.

Chapter 1 • Lesson 3 21

3_mflese661030_c01l03.indd 21 12/07/21 7:55 PM

Meeting Individual Needs

Reteach 1.3 Enrich 1.3
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

MTSS RtI1
CorrectionKey=FL-A CorrectionKey=FL-A

LESSON 1.3 LESSON 1.3

Name Name
Reteach Enrich

Numbers Through Ten Thousand Number Riddles

on a Number Line Solve each riddle.
You can approximate the position of a number on a number line when it 1 I am a number between 2 I am a number between 300
belongs between tick marks.
440 and 460. I am closer to and 400. My ones digit is 7. My
Use a number line to plot 8,653. 450 than either of the other tens digit is even. The sum of my
numbers. I am closer to 400 than digits is 16. What number am I?
500. My ones digit is an even 367
6,000 7,000 8,000 9,000 number, but it is not 8. What
number am I?
Find which thousands the number is between. 446 4 I am a number between 3,000
8,653 is between 8,000 and 9,000. and 4,000. I have 3 different
digits. The sum of my digits is 16.
8,653 is closer to 9,000 than it is to 8,000. 3 I am a number between 4,000 My hundreds and ones digits are
and 5,000 and I have 4 different even numbers that are greater
Use the number line for 1–2. Check students’ number lines. digits. The sum of my thousands than 5. What number am I?
digit and hundreds digit is the 3,616
470 same as my ones digit. My ones
digit is 9. My tens digit is 1
200 300 400 500
less than my ones digit. What
number am I?
1 Plot 470. The number 470 is between 400 and 500 .
4,589
2 470 is closer to 500 than it is to 400 .

Use the number line for 3–4. Check students’ number lines.
5 Write and solve your own riddle involving a 3- or
7,089 4-digit number.
Check students’ riddles.
5,000 6,000 7,000 8,000

3 Plot 7,089. The number 7,089 is between 7,000 and

8,000 .
Go Online 4 7,089 is closer to 7,000 than it is to 8,000 .

3
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
3 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c01r03.indd 3 10/08/21 3:35 PM

3_mflean1822132_c01e03.indd 3 7/6/21 2:20 PM

21 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Problem Solving Real

Applications World
Fill in the bubble for the correct answer choice.

7. A contractor covers an office building floor with MTR 5.1 Use patterns and structure.
5,240 small tiles. Which point on the number line Problem 9 Assess the students’ ability to
shows the number of tiles?
locate two points on the same number line.
A B C D Students are asked to determine which value
3,000 4,000 5,000 6,000
on the number line the numbers are both
closest to. By using the structure of place value
A point A C point C and a number line, the students can identify
B point B D point D the location of each.
8. Between which thousands is $7,248 on the number line?

$5,000 $6,000 $7,000 $8,000 $9,000 5 Evaluate Formative

Assessment
A $8,000 and $9,000 C $6,000 and $7,000
B $7,000 and $8,000 D $5,000 and $6,000
I Can
9. MTR One ranch is home to 463 cattle. Another ranch is home
to 517 cattle. Which number on the number line is closest to Reflect Have students plot a number on a
the number of cattle at each ranch? number line and then explain to a partner in
their own words how to demonstrate the skill
300 400 500 600 for the I Can statement.
I can plot a number on a number line by . . .
A 400 C 500 approximating its location. First, I determine which two
B 600 D 300 numbers on the number line my number is between. Then,
using the halfway point between them, I decide which
10. A skyscraper has 2,296 windows. Which point on the number
© Houghton Mifflin Harcourt Publishing Company one my number is closer to. Last, I approximate how far it
line shows the number of windows?
A B C D would be from the number and plot the point.

1,000 2,000 3,000 4,000

Math Journal WRITE Math
A Point A C Point C
Explain how to plot a number on a number
B Point B D Point D
line.
22 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01l03.indd 22 04/08/21 8:35 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 1 • Lesson 3   22

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 1.3
Practice and Homework
• Built-in student supports Numbers Through Ten Thousand
• Actionable Item Reports Go Online
• Standards Analysis Reports on a Number Line Interactive Examples

Practice and Homework

Use the number line for Problems 1 and 2. Plot 3,829 on the number line.
Numbers Through Ten 3,829

Thousand on a Number Line

1,000 2,000 3,000 4,000
Use the Practice and Homework pages to 1. 3,829 is between 3,000 and 4,000 .
provide students with more practice of the
2. 3,829 is closer to 4,000 than it is to 3,000 .
concepts and skills presented in this lesson.
Students master their understanding as they Use the number line for Problems 3 and 4. Plot 7,143 on the number line.
complete practice items and then challenge 7,143
their critical thinking skills with Problem
Solving.
5,000 6,000 7,000 8,000
3. 7,143 is between 7,000 and 8,000 .

4. 7,143 is closer to 7,000 than it is to 8,000 .

Problem Solving Real

World

5. Gina has 237 baseball cards. Ross 6. A bookstore sells 617 books on
has 418 baseball cards. Jaquel has Monday, 498 books on Tuesday, and
387 baseball cards. Which two children 563 books on Wednesday. On which
have about 400 baseball cards? two days did the bookstore sell about
600 books?
© Houghton Mifflin Harcourt Publishing Company

237 387 418

498 563 617

100 200 300 400 500

500 600 700 800 900

Ross and Jaquel Monday and Wednesday

Chapter 1 • Lesson 3 23

3_mflese661030_c01p03.indd 23 04/08/21 8:38 PM

23 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
7. A ranch has 3,475 cattle. Between 8. LeBron has saved 645 pennies. students in previously taught concepts and to
which two thousands is this Between which two hundreds
promote content retention.
number? is 645?

2,000 3,000 4,000 5,000 6,000 400 500 600 700 800

A 2,000 and 3,000 A 600 and 700

B 4,000 and 5,000 B 700 and 800
C 3,000 and 4,000 C 400 and 500
D 5,000 and 6,000 D 500 and 600

9. An orchard produces 3,419 oranges. 10. An airplane travels 6,779 miles.

Which point on the number line Which point on the number line
shows this number? shows this number?

A B C D A B CD

1,000 2,000 3,000 4,000 5,000 5,000 6,000 7,000 8,000

A point A A point A
B point B B point B
C point C C point C
D point D D point D

Spiral Review
11. At the early movie show, there are 12. On Monday, a store sells 478 cartons © Houghton Mifflin Harcourt Publishing Company

316 people. At the late show, there of milk. On Friday, the store sells 816
are 278 people. How many people cartons of milk. How many more
went to the show in all? cartons of milk did the store sell on
Friday than on Monday?

594 people 338 cartons

24 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01p03.indd 24 12/07/21 6:25 PM

Chapter 1 • Lesson 3   24

LESSON
1.4 Lesson at a Glance
Compare and Order Whole Numbers

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.1.3 Plot, order, and compare whole numbers up to I can compare and order whole numbers in different ways.
10,000.
Learning Goal
Mathematical Thinking & Reasoning Standards
Use place value or number lines to compare and order
● MTR.4.1 Engage in discussions on mathematical thinking.
numbers using symbols.
● MTR.5.1 Use patterns and structure.
● MTR.7.1 Apply mathematics to real-world contexts. Language Objective
Students explain to peers how they compared and ordered
numbers, justifying their answers with place value or a
number line.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.1.3 Plot, order, and compare ● MA.3.NSO.1.3 Plot, order, and compare ● MA.4.NSO.1.3 Plot, order, and compare
whole numbers up to 1,000. whole numbers up to 10,000. multi-digit whole numbers up to 1,000,000.

ABOUT THE MATH

This lesson expands on students’ understanding of they can easily be ordered from least to greatest by
comparing and ordering numbers from previous years. reading them from left to right. Reverse them to order
While students have compared and ordered numbers from greatest to least.
before, they have not applied the skill to numbers up to • Students will need to draw the connection between
10,000. lesser numbers being to the left of the greater numbers.
• Students build on their knowledge of plotting numbers The pattern emerges as students compare pairs of
to use an appropriately scaled number line to order numbers and use symbols to represent the comparison.
numbers. Once numbers are located on a number line,

For more professional learning,

25A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 1.4 with the Interactive Student
Plot 3,245 on a number line. Check students’ number Edition
lines.

Vocabulary
I Can Objective
I can compare and order whole numbers in
• Interactive Student Edition different ways.
• Multilingual Glossary
Making Connections
Vocabulary Builder Invite students to talk about situations that involve
comparison. Focus on comparison situations that
Comparing Numbers Ask students to define each term involve numbers.
and give an example. Accept reasonable definitions.
Possible examples given. Learning Activity
Term Example • Ask students to explain what it means to
less than 15 < 20 compare two numbers.

greater than 20 > 15 • Have students explain how they can decide
whether one number is greater than another. Is
equal to 15 = 15 there a model they can use?

FOCUSING ON THE WHOLE STUDENT

Supporting All Learners

• Have students write a short story about two trips
they either have taken or would like to take one day.
Provide students with an atlas to find the approximate
distance of each trip from where they live to the
destination.
• Have students illustrate their stories showing how
distances of the two trips compare.
• Invite students to discuss some of the cultural
differences that interest them at the different
locations.

Chapter 1 • Lesson 4   25B

 CorrectionKey=FL-B

LESSON 1.4 CHAPTER 1

Name Lesson 4
2 Explore
Florida’s B.E.S.T.
Compare and Order Whole Numbers ● Number Sense & Operations 3.NSO.1.3
● Mathematical Thinking & Reasoning
I Can compare and order whole numbers in different MTR.4.1, MTR.5.1, MTR.7.1
ways.
Real
Unlock the Problem World
UNLOCK the Problem Real
World
MTR 5.1 Use patterns and structure.
In a jump rope competition, the top three Jumps Taken
Discuss the problem. Tell students that they participants were Corazon, Wilson, and Mateo. Student Number of jumps
must compare the number of jumps in the table Corazon jumped 3,373 times, Wilson jumped Corazon 3,373
to determine which is the least. 3,102 times, and Mateo jumped 3,960 times.
Wilson 3,102
In previous grades, students have learned to You can use symbols to compare numbers. Mateo 3,960
compare three-digit numbers using base-ten > < =
blocks, number lines, and place value. Review greater than less than equal to
with them the greater than (>), less than (<),
Use a number line. Compare 3,373 and 3,102.
and equal to (=) symbols.
3,102 3,373
• How is using a number line to compare
numbers helpful? If two numbers are on a number 3,000 4,000
line, the lesser number is on the left and the greater
number is on the right.
3,102 is to the left of 3,373. ●
3,102 < 3,373
So, Wilson jumped __
fewer times than Corazon.
One Way To find who jumped the most, find the greatest number
of jumps.
Students use the number line and the
information in the first problem to order the One Way Use a number line. Order 3,373;
Remember

number of jumps taken. 3,102; and 3,960. When you write numbers
in order, you write them
3,102 3,373 3,960
• How is using a number line to order numbers from greatest to least or
from least to greatest.
helpful? Explain. Possible explanation: The numbers
© Houghton Mifflin Harcourt Publishing Company

on a number line are in order from least to greatest, with 3,000 4,000

the least number on the left and the greatest number on Which number is greatest? Explain how you know.
the right. This makes seeing the order easy. 3,960; it is to the right of the other numbers.
________
• If you are ordering three numbers from
greatest to least or least to greatest, does Who jumped the most?
the number in the middle change? Explain. ________
Mateo
no; Possible answer: The number in the middle is
always greater than the least number and less than the Go Online For more help Chapter 1 • Lesson 4 25
greatest number.

3_mflese661030_c01l04.indd 25 12/07/21 6:23 PM

Multilingual Support
STRATEGY: Restate
Reteach 1.1
• Restate key vocabulary to make sure students can work on the
lesson.
• Tell students that the greatest number in a set is the number that is
greater than all other numbers in the set. Say and write: 4, 25, 46.
Ask: Is 46 greater than 4 and 25? yes Which is the greatest number?
46

• Tell students that the least number in a set is

the number that is less than all other numbers
in the set. Is 4 less than 25 and 46? yes Which is
4, 25, 46
the least number? 4
• Have students repeat the steps to compare
other sets of numbers aloud.
Go Online
Video Tutorials and
Interactive Examples

25 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Another Way Use place value.

Order 3,373; 3,102; and 3,960 from greatest to least.
3 Explain
STEP 1 STEP 2
3,373 3,373
Another Way
3,102 3,102 • Why do you need to compare the digits in
3,960 3,960 the thousands place first? Possible explanation:
The thousands place is a greater place-value position
Compare the thousands. They are Compare the hundreds.
the same. than the hundreds, tens, or ones.
So, look at the hundreds.
●
9 >●
3 >●
1 .
• In what order will you compare the
3,960
So, the order from greatest to least is __ 3,373
; __ 3,102
; __ .
remaining digits? hundreds, tens, then ones
• How would the order change if you
Possible explanation: If the digits of greatest were ordering the numbers from least to
value are in the same place but are not the
Share and Show Math
same, then you can compare the numbers
greatest? Possible answer: They would be written in
Board
without having to look at the other place values. the opposite order.
Compare the numbers. Write <, >, or = in the ●. Math
Math
●
1. 897 < 1,321 2. 1,604 ● 1,604
= Talk
MTR Engage in discussions on
4.1 mathematical thinking.
Share and Show Board
When you compare numbers Use the checked problems for Quick Check.
with the same number of
digits, why do you compare Students should show their answers for the
3. 3,751 < 3,766● ●
4. 6,007 > 4,007 the digits with greatest value
first? Explain. Quick Check on the MathBoard.

Quick Check MTSS RtI

Write the numbers in order from greatest to least. Quick Check MTSS RtI
If
5. 685; 3,482; 1,907; 4,715 6. 2,597; 4,698; 4,689; 3,851

© Houghton Mifflin Harcourt Publishing Company

If a student misses the checked problems

© Houghton Mifflin Harcourt Publishing Company

_
4,715 , _
3,482 , _
1,907 , _
685 _
4,698 ; _
4,689 ; _
3,851 ; _
2,597

Then Differentiate Instruction with

Write the numbers in order from least to greatest.
• Reteach 1.4
7. 2,090; 1,390; 2,009 8. 6,006; 4,891; 2,962
• Waggle MA.3.NSO.1.3
1,390
__ 2,009
; __ 2,090
; __ 2,962 4,891 6,006
__ ; __ ; __

26 Florida’s B.E.S.T. Go Math! Grade 3

Math Use Math Talk to focus on

3_mflese661030_c01l04.indd 26 04/08/21 8:35 PM
Talk students’ understanding of place
value. Point out that any four-digit whole
Ready for More Visual
Individual/Partners number will always be greater than any three-
digit whole number, and any number with
Materials: number cube, Place-Value Charts (see Teacher fewer than three digits.
Resources) Common Errors
• Have each student toss a number cube four
times and use the numbers on the cubes to
Common Errors
make a four-digit number. Have them record Error Students compare numbers by digit
the number in a place-value chart. rather than place value.
• Have students repeat this process until they Example Students may say that 897 is
have recorded six different four-digit numbers greater than 1,321 because 8 is greater
in their place-value charts. than 1.
• Have students use the place-value charts to help Springboard to Learning Have students write
them write the six numbers in order from least 1,321 above 897 so that the digits in each place
to greatest. align. Remind students that when they compare
• Encourage students to share the methods they numbers they must compare digits in the same
used to order the numbers. place value.

Chapter 1 • Lesson 4   26

 CorrectionKey=FL-B

Name

4 Elaborate On Your Own

Write <, >, or = in the ●.
On Your Own ●
9. 1,385 < 1,300 + 30 + 105 10. 2,104 = 2,000 + 4 + 100 ●
If students complete the checked problems
correctly, they may continue with the Write two numbers so that the numbers are in order. Possible answers given.
remaining problems. 11. _
7,054 ; 6,010; _
5,871 ; 5,060 12. 3,005; __
3,821 ; 6,475; __
8,397

MTR 5.1 Use patterns and structure.

Problems 9–12 Students are required to Use the number line for Problems 13–15.
evaluate given information. For Problems 9 13. There were 3,817 visitors at an aquarium in March;
and 10, they must compare pairs of numbers 3,650 in April; 3,297 in May; and 3,254 in June.
In which month did the least number of visitors
when one of the numbers is written in go to the aquarium? Use the number line to solve
expanded form. For Problems 11 and 12, the problem.
students apply what they know about 3,297
ordering numbers to write numbers greater 3,254 3,650 3,817
than or less than the given numbers.
Have students use the information and 3,000 4,000
number line from Problem 13 to complete June
Problems 14 and 15.
14. What if there were 3,475 visitors in July? Compare the
number of visitors in July to the number of visitors on the
in April. Spot
3,475 < 3,650
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

15. Look back at Problem 14. Write a similar problem

by comparing two different numbers of visitors.
Possible answer: Compare the number of visitors in March to

the number of visitors in May. 3,817 > 3,297

Chapter 1 • Lesson 4 27

3_mflese661030_c01l04.indd 27 04/08/21 8:36 PM

Meeting Individual Needs

Reteach 1.4 Enrich 1.4
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

MTSS RtI1
CorrectionKey=FL-A CorrectionKey=FL-A

LESSON 1.4 LESSON 1.4

Name Name
Reteach Enrich

Compare and Order Whole Numbers Comparing Roman Numerals

You compare two numbers to decide whether one number is Roman numerals use letters to stand for numbers.
greater than (>), is less than (<), or is equal to (=) the other number.

Use a place-value chart to compare 4,237 and 4,537. M = 1,000 C = 100 X = 10 V=5 I=1

Thousands Hundreds Tens Ones Add the value of each letter to find the values of the Roman numerals
below.
4,237 4, 2 3 7
XVI = 10 + 5 + 1 = 16
4,537 4, 5 3 7

Compare the Roman numerals. Write <,>, or = in the .

Step 1 The thousands digits are the same.
4, 2 37
Step 2 Compare hundreds. 2< 5 3 XIII > XII
1 I < II 2 X > V
4, 5 37
2 hundreds are less than 5 hundreds.
So, 4,237 < 4,537. 4 C < M 5 C > X 6 CC > XX
You can order three numbers by deciding which number is the
greatest or least. Then compare the remaining two numbers.
7 M > CCC 8 I < V 9 XV < C
Order 237, 451, and 405 from least to greatest. 237, 405, 451

10 VII < X 11 CV > CI 12 VI < MV

Compare the numbers. Write <, > , or = in the .

1 378 < 387 2 3,275 > 3,257

13 Explain how many Cs are equal to one M.
3 2,078 > 989 4 4,367 < 7,251 10 Cs; there are 10 hundreds in 1 thousand, so 10 Cs = 1 M.
Write the numbers in order from greatest to least.

5 421, 197, 724 6 1,946; 5,632; 8,105 14 Stretch Your Thinking The symbol ≤ means is less than or equal to.
724 421 197 8,105 5,632 1,946 The symbol ≥ means is greater than or equal to. Use the same Roman
, , , ,
numeral to make each of the following comparisons true.
7 246, 190, 249 8 4,531; 4,852; 4,850
Go Online 249 , 246 , 190 4,852 , 4,850 , 4,531
C ≥C C ≤C

4
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
4 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c01r04.indd 4 11/08/21 8:41 PM

3_mflean1822132_c01e04.indd 4 7/6/21 2:19 PM

27 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving Real

Problem Solving · Applications World
Applications
Fill in the bubble for the correct answer choice.
16. Luke’s book has 182 pages. Elena’s book has 208 pages. MTR 7.1 Apply mathematics to real-world
Diego’s book has more pages than Luke’s and fewer contexts.
pages than Elena’s. Which could be the number of Problem 18 Assess the students’ ability to
pages in Diego’s book?
order numbers and then transfer the ordering
A 179 C 194 to a real-world situation. Rather than writing
B 224 D 210 the numbers from least to greatest, their
order is reflected in the snack list.
17. Nina needs to know which is greater, 4,381 or 3,927.
Which place should she look at first to compare the
numbers?
A the hundreds place C the thousands place 5 Evaluate Formative
Assessment
B the tens place D the ones place

18. During a football game, fans bought 8,542 bags of I Can

popcorn. They bought 5,398 pieces of fruit. They also
Reflect Have students pair up and each
bought 7,208 sandwiches. Which shows the snacks in
order from the least number to the greatest number? write a four-digit number and then discuss
how to demonstrate the skill for the I Can

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©WavebreakmediaMicro/Adobe Stock

A fruit, sandwiches, popcorn
statement.
B sandwiches, fruit, popcorn
I can compare and order whole numbers in
C fruit, popcorn, sandwiches
different ways . . . by using place value or by plotting
D popcorn, sandwiches, fruit on a number line. After the numbers are plotted, the one
farther right is the greater number. When using place
19. The dolphin exhibit had 5,346 visitors in the winter; value, start at the thousands place and then move toward
4,437 in the spring; 6,107 in the summer; and 5,275 in the ones place until you get digits that are different. Then
the fall. In which season did the most visitors go to compare those numbers.
the exhibit?
A winter C summer
Math Journal WRITE Math
B spring D fall
Explain how you use comparing numbers to
order numbers.
28 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01l04.indd 28 12/07/21 6:23 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 1 • Lesson 4   28

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 1.4
Practice and Homework
• Built-in student supports Compare and Order Whole Numbers
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Compare the numbers. Write <, >, or = in the ●.
Practice and Homework
●
1. 467 > 381 ●
2. 4,167 < 4,590 ●
3. 718 < 7,180

Compare and Order Whole ●

4. 1,970 = 1,970 ●
5. 2,398 > 736 ●
6. 5,067 > 567

Numbers
Use the Practice and Homework pages to Write <, >, or = in the ●.
provide students with more practice of the ●
7. 592 > 500 + 80 + 7 ●
8. 3,724 < 3,000 + 800 + 30 + 9
concepts and skills presented in this lesson.
Students master their understanding as they ●
9. 200 + 80 + 5,000 + 8 > 5,268 10. 1,902 ●
= 1,000 + 900 + 2

complete practice items and then challenge

their critical thinking skills with Problem 11. There are 2,914 people at the baseball 12. A great white shark weighs
Solving. game on Saturday. On Sunday, 2,597 5,038 pounds. A blue fin tuna
people are at the game. Compare the weighs 1,759 pounds. Compare
number of people at each game. the weight of the fish.

2,914 > 2,597 1,759 < 5,038

Problem Solving Real

World

13. Four students play a video game. 14. A car company makes 5,689 red cars;
Luke scores 5,789 points; Janell scores 3,607 blue cars; 5,968 black cars; and
3,980 points; Rashid scores 5,067 3,706 white cars. Which color is the
© Houghton Mifflin Harcourt Publishing Company

points; and Dara scores 4,690 points. least number of cars?

Who scores the most points?

Luke blue

Chapter 1 • Lesson 4 29

3_mflese661030_c01p04.indd 29 12/07/21 6:25 PM

29 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
Fill in the bubble for the correct answer choice. students in previously taught concepts and to
15. Martine puts number cards in the 16. Daryl writes these numbers on a promote content retention.
order shown below. number line.

518 673 729

5,078 ? 6,147

Which number can Martine put on Which number can Daryl write to fill
the empty card? in the blank?
A 659 A 5,780
B 821 B 5,049
C 722 C 6,417
D 584 D 6,704

17. At the state fair, visitors bought 3,671 18. An airplane travels 4,890 miles. The
vanilla yogurts; 4,032 blueberry next week it travels 3,604 miles. The
yogurts; and 2,978 strawberry following week it travels 4,098 miles.
yogurts. Which shows the flavors in Which shows the miles in order
order from least to greatest? from greatest to least?
A vanilla, blueberry, strawberry A 4,098; 3,604; 4,890
B strawberry, vanilla, blueberry B 4,890; 3,604; 4,098
C vanilla, strawberry, blueberry C 3,604; 4,098; 4,890
D blueberry, strawberry, vanilla D 4,890; 4,098; 3,604

Spiral Review
19. Add. 20. Subtract.
© Houghton Mifflin Harcourt Publishing Company

23 + 14 + 39 905 − 638

76 267

30 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01p04.indd 30 12/07/21 6:25 PM

Chapter 1 • Lesson 4   30

 DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Chan
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B

CHAPTER

1
Chapter

Chapter 1
Name 5. The Arkansas River is 1,443 miles long. The Rio
Grande River is 1,759 miles long , and the Colorado
Chapter Review River is 1,450 miles long. Which lists the river lengths

Review
from longest to shortest?
1. For Problems 1a–1d, choose Yes or No to tell whether the A 1,443; 1,759; 1,450 C 1,759; 1,450; 1,443
value of the underlined digit is correct.
B 1,443; 1,450; 1,759 D 1,759; 1,443; 1,450
1a. 9,654; 6,000 ● Yes ● No
1b. 7,120; 7,000 ● Yes ● No

Summative Assessment
6. Write the number in word form.
1c. 4,359; 5 ● Yes ● No

Use the Chapter Review to assess

1d. 7,486; 400 ● Yes ● No
T T
2. Write the number in standard form.
students’ progress in Chapter 1.
You may want to review with T T T two thousand, two hundred eighty-seven

students the I Can statement for

the chapter. 7. Use >, <, or = to compare the numbers.

For Problems 7a–7d, select True or False for each

3,187 comparison.
7a. 891 < 5,902 ● True ● False
3. A hot air balloon is 578 feet above the ground. Between
which two numbers on the number line is 578? 7b. 8,001 > 7,897 ● True ● False
7c. 6,812 = 6,821 ● True ● False
A between 70 and 80 C between 700 and 800
7d. 3,496 > 3,469 ● True ● False
B between 400 and 500 D between 500 and 600
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

4. There are 5,496 DVDs at the library. Write this number in
word form.
five thousand, four hundred ninety-six

Go Online For more help Chapter 1 31 32 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01r.indd 31 3_mflese661030_c01r.indd 32
12/07/21 6:25 PM 12/07/21 6:25 PM

Online, Data-Driven Decision Making MTSS RtI Waggle

Based on the results of the Chapter Review, use the following
resources to review skills.

Florida’s B.E.S.T.
Item Lesson Content Focus Intervene With
Standards

1, 2, 9, 13, 19 1.1 Represent four-digit numbers in different ways. ● MA.3.NSO.1.1, Reteach 1.1,
MA.3.NSO.1.2 Waggle MA.3.NSO.1.2
3, 10, 12, 1.3 Represent numbers through ten thousand on a number line. ● MA.3.NSO.1.3
Reteach 1.3,
18A, 18B, 20A Waggle MA.3.NSO.1.3
4, 6, 8, 14A, Read and write numbers in word form, expanded form, and Reteach 1.2,
1.2 ● MA.3.NSO.1.1
14B, 15 standard form. Waggle MA.3.NSO.1.1
5, 7, 11, 16, 1.4 Use place value or number lines to compare and order numbers ● MA.3.NSO.1.3
Reteach 1.4,
17, 20B using symbols. Waggle MA.3.NSO.1.3

31–32 Florida’s B.E.S.T. Go Math! Grade 3

 DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B

Name 13. One killer whale at the Sea Center weighed 9,485
8. There are three thousand, two hundred seven people pounds.
who work at an office building.
For Problems 13a–13d, select Yes or No to tell
8a. Write this number in standard form. if the number is the same as 9,485.

__
3,207 13a. 94 thousands, 85 ones

8b. Write this number in expanded form.

13b. 9 thousands, 48 hundreds,
● Yes ● No
Performance
Assessment Task
3,000 ∙ 200 ∙ 7
5 ones ● Yes ● No
8c. Is this number even or odd? Which place value did 13c. 9 thousands, 48 tens, 5 ones
you use to decide?
odd; I used the ones place to decide.
● Yes ● No
See the Performance Tasks to
13d. 948 tens, 5 ones ● Yes ● No
9. An order for 5,380 toys is being shipped to a warehouse
assess students’ understanding of
in the United States. How many hundreds are in 5,380?
the content.
53
__ hundreds 14. Students guessed the number of beans in a jar. The
winner guessed 8,000 + 30 + 4.
Use the table for Problems 10–12.
Part A
For each task, you will find
Month
T-shirt Sales
Number of T-shirts Sold Write this number in standard form. sample student work for each of
June
July
1,402
2,079
__
8,034 the response levels in the
August 1,650 Part B
task scoring rubric.
Write this number in word form.
10. Plot the number of T-shirts sold each month on a
number line. eight thousand, thirty-four

1,000 1,100 1,200 1,300 1,400 1,500 1,600 1,700 1,800 1,900 2,000 2,100
15. There were 4,618 students enrolled in a science
academy. What is the number of students in
Performance Assessment
11. Order the numbers of T-shirts sold from least to greatest.
expanded form and word form?
Tasks may be used for portfolios.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

1,402; 1,650; 2,079 4,000 ∙ 600 ∙ 10 ∙ 8; four thousand, six hundred eighteen

12. Complete the sentences.

2,000
2,079 is between __ 2,100
and __ .
2,100
2,079 is closer to __ .

Chapter 1 33 34 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01r.indd 33 13/07/21 11:10 3_mflese661030_c01r.indd

AM 34 04/08/21 8:38 PM

DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=FL-B CorrectionKey=FL-B

Name
16. Use place value to order 4,178; 4,781; and 4,877 from 19. A factory fills 100 bottles of soap every minute. How
greatest to least. Explain. many minutes will it take to fill 2,400 bottles of soap?
A 2 minutes
4,877; 4,781; 4,178; Possible explanation: Since they all
have the same digit in the thousands place, I have to look B 24 minutes
at the hundreds place. I compared 1, 7, and 8. Since 8 is
the greatest, 4,877 is the greatest number. Since 1 is the C 240 minutes
least, 4,178 is the least number. D 2,400 minutes

17. Is 2,000 + 440 + 7 equal to or not equal to 2,000 + 300 + 100 + 47? 20. The number of campers at each session is shown.
Explain.
Campers
__________
equal to; Possible answer: 2,000 ∙ 440 ∙ 7 ∙ 2,447 and
Session Number of Campers
__________
2,000 ∙ 300 ∙ 100 ∙ 47 ∙ 2,447. A 1,065
B 1,114
18. On a road trip, the Aguirre family drove 5,963 miles. C 992

Part A Part A
Plot 5,963 on the number line.
Plot the numbers on the number line. Then write them
in order from least to greatest.
4,000 5,000 6,000 7,000 8,000
500 600 700 800 900 1,000 1,100 1,200 1,300
Part B
992; 1,065; 1,114
5,963 is between __ 5,000 and __
6,000 .
5,963 is closer to __
6,000 than __
5,000 .
Part B
There were 1,103 campers in Session D. Use >, <, or = to
compare the number of campers in Session D with the
number of campers in Session B.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

1,103 < 1,114

Chapter 1 35 36 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c01r.indd 35 04/08/21 8:38 PM

3_mflese661030_c01r.indd 36 12/07/21 6:25 PM

Chapter 1 33–36
CHAPTER

00
1 Chapter Test
Summative Assessment
Use the Chapter Test to assess students’ progress in Chapter 1.
Chapter Tests are found in the Assessment Guide. Test items are presented
in formats consistent with high-stakes assessments.

Chapter 1 Chapter 1 Name

Name
Chapter Test Chapter Test

1 What does this model represent? 5 Clara counts her pennies. She counts 1 group of 1,000 pennies and
37 groups of 10 pennies. How many pennies does Clara count?
1,370 pennies

6 Place an X to show if each number is equal to, less than, or greater

than 6,889.

= 6,889 < 6,889 > 6,889

Choose all the correct answers. 7,000
A 2 thousands 5 hundreds 3 tens 4 ones 6,890
B 2 thousands 7 hundreds 10 tens 4 ones 6,819
C 2 thousands 8 hundreds 4 ones
6,889
D 28 hundreds 4 ones

2 Mr. Alvarez packs pencils in boxes of 100. How many boxes will he 7 Which point on this number line can be used to represent 5,745?
need to pack 3,800 pencils? A B C D

38 boxes 4,000 5,000 6,000 7,000

A A
3 What is 6,295 in expanded form? B B
Circle the numbers to correctly complete the expanded form. C C
D D
6 2 9 5
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

60 20 90 50 8 Write numbers from the list to put them in order from LEAST to
+ + + GREATEST.
600 200 900 500
Least Greatest
6000 2000 9000 5000
2,849 3,563 3,743

4 What is seven thousand, fifty-six in standard form? 2,849 3,743 3,563

7,056

Grade 3 • Chapter 1 Test 31 32

3_MFLE_AS_1822126_Ch01.indd 31 23/04/21 10:46 AM 3_MFLE_AS_1822126_Ch01.indd 32 23/04/21 10:46 AM

36A Florida’s B.E.S.T. Go Math! Grade 3

Teacher Notes

Chapter 1 Test 36B

CHAPTER
2 Chapter at a Glance
Addition and Subtraction Strategies

LESSON 2.1 • 1 Day LESSON 2.2 • 1 Day LESSON 2.3 • 1 Day

Lesson at Identify Number Round to the Nearest Estimate Sums . . . . . . . 51A

a Glance Patterns on the Ten or Hundred . . . . . . 45A
Addition Table . . . . . . . 39A
Florida’s B.E.S.T. ● 3.AR.3.3 ● 3.AR.3.1 ● 3.NSO.1.4 ● 3.NSO.1.4 ● 3.NSO.2.1

I can use properties to explain patterns on I can round numbers to the nearest ten or I can use compatible numbers and
I Can the addition table. hundred. rounding to estimate sums.

Learning Goal Identify and describe whole-number Round 2- and 3-digit numbers to the Use compatible numbers and rounding to
patterns and solve problems. nearest ten or hundred. estimate sums

Vocabulary pattern, Identity Property of Addition, round estimate, compatible numbers

rule

Multilingual Strategy: Elicit Prior Knowledge Strategy: Illustrate Understanding Strategy: Elicit Prior Knowledge
Support

LESSON 2.1 LESSON 2.2 LESSON 2.3

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.AR.3.3 ■ ■ Waggle MA.3.NSO.1.4 ■ ■ Waggle MA.3.NSO.2.1
Fluency

   ■
    ■ Waggle MA.3.AR.3.3    ■
    ■ Waggle MA.3.NSO.1.4    ■
    ■ Waggle MA.3.NSO.2.1
MTSS RtI ◆ ■ Reteach 2.1 ◆ ■ Reteach 2.2 ◆ ■ Reteach 2.3

Intervention ◆ ■ Tier 2 Intervention Skill S80 ◆ ■ Tier 2 Intervention Skill S10 ◆ ■ Tier 2 Intervention Skill S37
and ◆ ■ Tier 3 Intervention Skill E80 ◆ ■ Tier 3 Intervention Skill E10 ◆ ■ Tier 3 Intervention Skill E37
Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart
◆ ■ Enrich 2.1 ◆ ■ Enrich 2.2 ◆ ■ Enrich 2.3

See the Grab-and-Go!™ Centers Kit for more small-group activities.

Grab
TM

and
Version 2.0
Florida’s B.E.S.T. Strands
Differentiated Centers Kit
● Algebraic Reasoning (AR) ● Data Analysis & Probability (DP)
The kit provides literature, games, and ● Fractions (FR) ● Geometric Reasoning (GR)
activities for small-group learning. ● Measurement (M) ● Number Sense & Operations (NSO)

◆ Print/Printable Resource
■ Interactive Resource
37A Florida’s B.E.S.T. Go Math! Grade 3
 Chapter Pacing Chart
Introduction Instruction Assessment Total

1 day 7 days 2 days 10 days

LESSON 2.4 • 1 Day LESSON 2.5 • 1 Day LESSON 2.6 • 1 Day

Lesson at Use Strategies for Use Properties Estimate

a Glance Addition . . . . . . . . . . . . 57A to Add . . . . . . . . . . . . . 63A Differences . . . . . . . . . 69A

Florida’s B.E.S.T. ● 3.AR.1.2 ● 3.NSO.2.1 ● 3.NSO.2.1 ● 3.NSO.1.4 ● 3.NSO.2.1

I can use strategies to solve addition I can add more than two addends. I can use compatible numbers and
I Can problems. rounding to estimate differences.

Learning Goal Use number lines and bar models to solve Use the Commutative and Associative Use compatible numbers and rounding to
addition problems. Properties of Addition to add more than estimate differences.
two addends.

Vocabulary Associative Property of Addition

Multilingual Strategy: Model Concepts Strategy: Restate Strategy: Restate

Support

LESSON 2.4 LESSON 2.5 LESSON 2.6

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.2.1 ■ ■ Waggle MA.3.NSO.2.1 ■ ■ Waggle MA.3.NSO.1.4
Fluency

   ■
    ■ Waggle MA.3.NSO.2.1    ■
    ■ Waggle MA.3.NSO.2.1    ■
    ■ Waggle MA.3.NSO.1.4
MTSS RtI ◆ ■ Reteach 2.4 ◆ ■ Reteach 2.5 ◆ ■ Reteach 2.6
◆ ■ Tier 2 Intervention Skill S50
Intervention ◆ ■ Tier 2 Intervention Skill S34 ◆ ■ Tier 2 Intervention Skill S30/S31
Tier 3 Intervention Skill E50
and ◆ ■ Tier 3 Intervention Skill E34 ◆ ■ Tier 3 Intervention Skill E30/E31 ◆ ■

Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart

◆ ■ Enrich 2.4 ◆ ■ Enrich 2.5 ◆ ■ Enrich 2.6

For individual and class practice with counting automaticity and operational fluency,
go to Achieving Facts Fluency pages located online.

Chapter Games and Activities

■ Waggle Interactive Games ◆ Game and Activity Cards
■ Poggles ◆ Project Cards

◆ Print/Printable Resource
Interactive Resource
■
Chapter 2   37B
CHAPTER
2 Chapter at a Glance
Addition and Subtraction Strategies

LESSON 2.7 • 1 Day

Lesson at Use Strategies for

a Glance Subtraction . . . . . . . . . 75A

Florida’s B.E.S.T. ● 3.AR.1.2 ● 3.NSO.2.1

I can use strategies to solve subtraction

I Can problems.

Learning Goal Use number lines and bar models to solve

subtraction problems.

Vocabulary

Multilingual Strategy: Model Concepts

Reflect on the ways
Support
in which you honor
and accommodate
LESSON 2.7 linguistically diverse
Practice ◆ ■ Practice and Homework communication styles.
and ■ ■ Waggle MA.3.NSO.2.1
Fluency

Image Credit: ©13/Image Source/Ocean/Corbis

   ■
    ■ Waggle MA.3.NSO.2.1
MTSS RtI ◆ ■ Reteach 2.7

Intervention ◆ ■ Tier 2 Intervention Skill S46

and ◆ ■ Tier 3 Intervention Skill E46 SUPPORTING ALL LEARNERS
Enrichment ◆ ■ Tabletop Flipchart Embrace and honor the linguistic
diversity of students by engaging
◆ ■ Enrich 2.7
them in relevant mathematics tasks
with multiple paths for success.

◆ Print/Printable Resource
■ Interactive Resource
37C Florida’s B.E.S.T. Go Math! Grade 3
Teacher Notes

Chapter 2   37D

CHAPTER
2 Teaching for Depth
Addition and Subtraction
Strategies

Evaluating Estimates Determining a Solution Plan

Some students may have the misconception that Many of the word problems in this chapter require
if two addends are each rounded to the nearest two steps to solve. Some students may struggle with
hundred, the estimated sum will represent the actual these problems. Encourage students to first decide
sum rounded to the nearest hundred. While that may if the problem can be solved in one step and if not,
often be true, it is not always true. why not.
Consider this example. For example, the following problem requires just one
step, subtracting 39 from 62.
155 + 256 = 411
A sunflower can grow to be very tall. Dylan is 39
When rounding each addend to the nearest hundred,
inches tall. She watered a sunflower that grew to be
we get
62 inches tall. How many inches shorter was Dylan
200 + 300 = 500 than the sunflower?
500 is a good estimate for the sum, but it is not equal When students decide that a problem cannot be
to the sum rounded to the nearest hundred. 411 solved using only one step, ask: Why? What do you
rounded to the nearest hundred is 400. need to know before you can find the final solution
Encourage students to use both rounding and to the problem?
compatible numbers when estimating. In this case, For example, in the problem below you are not given
using compatible numbers gives an estimate closer to the number of pepper plants. You need to find that
the actual sum. number first.
150 + 250 = 400 At Mr.Cruz’s vegetable farm, there are 348 tomato
plants. There are 136 fewer pepper plants than
tomato plants. There are 92 fewer carrot plants than
From the Research pepper plants. How many carrot plants are at the

“The number line is used “to support reasoning

about the operations of addition and subtraction
farm?
Knowing that a problem requires two steps to solve
as children construct representations of additive is an important prerequisite for solving two-step
compositions (e.g., 50 + 23) or decompositions problems.
(73 – 23)”, and using the number line helps
students “develop qualitative understanding of
numerical value in relation to lengths along the
line” (Saxe, Diakow, & Gearhart, 2013, p. 344). It Mathematical Thinking and Reasoning
“allows students to engage more consistently in 2.1 Demonstrate understanding in multiple
the problem as they jump along the number line ways.
in ways that resonate with their intuitions, and
“they are able to better keep track of the steps The number line is used in this chapter to help
they are taking, leading to a decrease in the reinforce connections between addition and
memory load otherwise necessary to solve the subtraction. Students see two ways to subtract using
problem
”
(Frykholm, 2010, p. 7).
the number line. To subtract 62 – 39, students can
start at 39 and count up by tens and ones to 62, or
they can start at 62 and count back to 39.

For more professional learning, go

online to Teacher’s Corner.

37E Florida’s B.E.S.T. Go Math! Grade 3

Instructional Journey
While every classroom may look a little different, this instructional model provides a
framework to organize small-group and whole-group learning for meaningful student learning.

Whole Group Small and Whole Group Small Group Whole Group
Engage Explore Explain Elaborate
5 minutes 15–20 minutes 15–20 minutes 5 minutes
Readiness Exploration Quick Check • Math on the Spot Videos
• Problem of the Day • Investigate, Unlock the Problem Share and Show • Higher-Order Thinking Problems
• Fluency Builder or • Multilingual Support and
Vocabulary Builder Strategy Differentiated Instruction
• Access Prior Knowledge • Common Errors Grab Evaluate
TM

and
Version 2.0
Engagement
• I Can Intervention • I Can Reflection
• Making Connections • Waggle
• Math Journal
• Learning Activity • Reteach
• Practice and Homework
• Tier 2 and Tier 3 MTSS
• Fluency Practice
• Waggle
Language Support
• Mathematical Thinking &
• Vocabulary Activities
Reasoning Standards Rubric
• Language Routines
• Multilingual Glossary

Enrichment
• Waggle Games
• Ready for More
• Enrich

Assessment
Diagnostic Formative Summative
• Show What You Know • Lesson Quick Check • Chapter Review
• FSA Test Prep • Chapter Test
• Performance Assessment Task

Grab
TM

and
Version 2.0
Differentiated Centers Kit
The kit provides literature, games, and
activities for small-group learning.
Chapter 2   37F
CHAPTER 2 Strategies for
Multilingual Learners
Assessing your student’s understanding of mathematical concepts can be done by listening,
speaking, reading, and writing. The level of support a student needs determines how best
to assess that student’s understanding of mathematical concepts and will help meet the
needs of all your students.

Planning for Instruction

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Student’s Use of • uses single words • uses single words • uses a variety of
Language sentences
• uses common short • uses some academic
phrases vocabulary • uses academic vocabulary
• heavily relies on visual • relies on visual supports • benefits from
supports and use of and use of manipulatives visual supports and
manipulatives manipulatives

Ways to Assess Listening: points to Listening: matches, Listening: draws

Understanding pictures, words, or phrases categorizes, or sequences conclusions and makes
to answer questions information based on connections based on
visuals what they heard
Speaking: answers yes/no
questions Speaking: begins to Speaking: explains and
explain reasoning, asks justifies concepts and
Reading: matches symbols
math questions, repeats solutions
to math terms and
explanations from peers
concepts Reading: understands
Reading: identifies information in math
Writing: draws a visual
important information to contexts
representation of a
solve a problem
problem Writing: completes
Writing: uses simple sentences using some
sentences and visual academic vocabulary
representations

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

• Look for strategies throughout the lesson to

support multilingual learners.
• Log on to ED to find additional multilingual
activities and Vocabulary Cards.

37G Florida’s B.E.S.T. Go Math! Grade 3

In This Chapter

Key Academic Vocabulary

Current Development • Vocabulary

Associative Property of Addition, compatible numbers, estimate, Identity Property of Addition, pattern, round, rule

Using Language Routines to Develop Understanding

Language routines provide opportunities for students to develop an understanding of
mathematical language and concepts by listening, speaking, reading, and writing. More
information on these language routines can be found on the Language Support Cards.

Compare and Contrast

Students share their work with a partner to compare and contrast their strategies.

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Language Routine Students will physically Students will rely on visual Students will be able
Differentiation point out similarities representations to inform to use some academic
and differences on visual their simple-sentence vocabulary to compare and
representations. They may discussions as they contrast their strategies
use short phrases such as compare and contrast their with a partner or small
the same and different strategies. group.
to verbally compare and
contrast their strategies.

Possible Students may choose Ask: Are their answers Ask: What do you know?
Student Work to show similarities and close? yes The answer will be
differences using number between 105 and 110.
Ask: Are they the same?
lines or equations.
no Ask: Why? Henri rounded
Henri and Camila used
Ask: Are your numbers the up, so his sum is higher
different strategies to find Ask: Is Henri’s answer
same? no than the actual sum.
the sum. exact answer or an
Camila found compatible
Ask: Why? Henri estimate? An estimate. He
47 + 60 numbers by rounding
rounded up. Camila used rounded up, so his number
Henri rounds: down, so the actual sum
compatible numbers. is too high.
will be greater than her
50 + 60 = 110 Ask: Are they similar? yes Ask: Is Camila’s answer estimate.
Camila uses compatible exact answer or an
numbers: estimate? An estimate. Her
compatible number is less,
45 + 60 = 105 so her number is too low.
Solve.
47 + 60 = 107

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

Chapter 2   37H

 CorrectionKey=FL-B

CHAPTER

2
Chapter Name

2 Addition and Subtraction

Assessing Prior Knowledge Strategies
Use Show What You Know to determine
if students need intensive or strategic S how What You K now
intervention.
Think Addition to Subtract Write the missing numbers.

Real
MATH in the W
1. 9 − 4 = ■ 2. 13 − 7 = ■ 3. 17 − 9 = ■

orld Think: 4 + ■=9 Think: 7 + ■ = 13 Think: 9 + ■ = 17

4+_
5 =9 7+_
6 = 13 9+_
8 = 17
Students need to find missing parts of
So, 9 − 4 = _
5 . So, 13 − 7 = _
6 . So, 17 − 9 = _
8 .
addends. Ask students to compare and
contrast how they found the missing Addition Facts Find the sum.
digit in the first addend and in the
4. 4 5. 2 6. 8 7. 9 8. 7
second addend. +
_ 3 +7
_ +6
_ +
_ 4 +
_ 9
7 9 14 13 16
• How do you know you need to
regroup to solve the problem? Subtraction Facts Find the difference.
2 ones are less than 3 ones, so I know I will 9. 8 10. 11 11. 10 12. 18 13. 15
regroup 1 ten as 10 ones. −5
_ −2
_ −
_ 6 −
_ 9 −7
_
3 9 4 9 8
• Why can’t you subtract 2 from 7 to
find the missing tens digit? I need to
include the regrouped ten as well. Real
MATH in the World
© Houghton Mifflin Harcourt Publishing Company

Manuel’s puppy chewed part of this homework

paper. Two of the digits in his math problem are
missing. Help Manuel figure out the missing digits.
What digits are missing?
43
+
_ 29
72

Chapter 2 37

3_mflese661030_c02o.indd 37 12/07/21 8:21 PM

Show What You Know • Diagnostic Assessment

Use to determine if students need intervention for the chapter’s prerequisite skills.

If YES...then use
If NO...then
Were students successful with INTERVENE
INTERVENE
INDEPENDENT
Show What You Know? ACTIVITIES

Missed More Florida’s B.E.S.T.

Skill Intervene With
Than Standards
Grab
TM

and
TIER 3 Think Addition Intensive Intervention
1 MA.1.AR.2.1 Version 2.0
to Subtract Skill E41
Differentiated Centers Kit
Use the Reteach or Enrich
TIER 2 Strategic Intervention
Addition Facts 1 MA.2.NSO.2.1 Activities online or the
Skill S28
independent activities in
the Grab-and-Go 2.0™
TIER 2 Subtraction Strategic Intervention Differentiated Centers Kit.
1 MA.2.NSO.2.1
Facts Skill S40

37 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Vocabula ry B uild er Go Online For more help

Vocabulary Builder
Visualize It Connect to Vocabulary
Sort the review words with a ✓ into the Venn diagram. Have students complete the activities on this
Review Words
✓ add page by working alone or with partners.
Commutative
Property of Visualize It
Addition A Venn diagram shows relationships between
✓ difference
add ones subtract
even
sets of things. Words relating to addition
hundreds ✓ hundreds should be placed in the left circle. Words
odd
relating to subtraction should be placed in the
tens ✓ ones
✓ regroup right circle. Words relating to both addition
sum regroup difference ✓ subtract and subtraction should be placed in the
✓ sum
section where the circles overlap.
✓ tens
Preview Words Understand Vocabulary
Associative Property
of Addition
Introduce the new words for the chapter.
Addition Words Subtraction Words compatible numbers Students can enhance their understanding of
estimate
Identity Property of key chapter vocabulary through the use of the
Addition Vocabulary Cards. Have students cut out the
pattern
Understand Vocabulary round
cards and create their own deck of terms. You
Complete the sentences by using preview words. rule can use these cards to reinforce knowledge
1. A number close to an exact number is called
and reading across the content areas.
an ______
estimate .
round
2. You can ______ a number to the
nearest ten or hundred to find a number that tells about
how much or about how many. © Houghton Mifflin Harcourt Publishing Company

3. ______
Compatible numbers are numbers that are easy to
compute mentally.

4. The ______
Associative Property of Addition states
that you can group addends in different
ways and get the same sum.
School-Home Letter is available in
38 Florida’s B.E.S.T. Go Math! Grade 3
English and Spanish online, and in
multiple other languages.
.

3_mflese661030_c02o.indd 38 12/07/21 8:21 PM

Intervention Options MTSS RtI Response to Intervention

Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels.

TIER 1 TIER 2 TIER 3 ENRICHMENT

On-Level Intervention Strategic Intervention Intensive Intervention Independent Activities
For students who are generally For students who need small- For students who need For students who successfully
at grade level but need early group instruction to review one-on-one instruction to complete lessons, use:
intervention with the lesson concepts and skills needed for build foundational skills for
• Waggle Practice and Games
concepts, use: the chapter, use: the chapter, use:

Grab
TM

and
• Reteach Prerequisite Skills Activities Prerequisite Skills Activities
3 3
2 2

Version 2.0
1 1

• Waggle Tier 2 Activity Tier 3 Activity

3 3

Differentiated Centers Kit

2 2
1 1

Tier 1 Activity
3

• Ready for More Activity for

2
1

every lesson

• Enrich

Chapter 2   38
LESSON
2.1 Lesson at a Glance
Identify Number Patterns on the Addition
Table

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.3.3 Identify, create and extend numerical patterns. I can use properties to explain patterns on the addition
● MA.3.AR.3.1 Determine and explain whether a whole number from 1 table.
to 1,000 is even or odd.
Learning Goal
Mathematical Thinking & Reasoning Standards Identify and describe whole-number patterns and solve
● MTR.1.1 Actively participate in effortful learning. problems.
● MTR.4.1 Engage in discussions on mathematical thinking.
● MTR.5.1 Use patterns and structure.
Language Objective
Student pairs will use properties to explain patterns on the
● MTR.6.1 Assess reasonableness of solutions.
addition table.
MATERIALS
• MathBoard
• Addition Table (see eTeacher Resources)
• orange and green crayons

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.AR.3.2 Use repeated addition ● MA.3.AR.3.3 Identify, create and extend ● MA.4.AR.3.2 Generate, describe and
to find the total number of objects in a numerical patterns. extend a numerical pattern that follows a
collection of equal groups. Represent the given rule.
total number of objects using rectangular
arrays and equations.

ABOUT THE MATH

Teaching for Depth
Exploring number patterns helps students develop In this lesson, students shade different rows, columns,
algebraic thinking skills. Identifying and describing and diagonals of the addition table in order to develop
number patterns are important skills that prepare students a conceptual understanding of the Identity Property of
for the study of functions in later grades. Addition. Students use the addition table to find other
patterns as well.

For more professional learning,

39A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 2.1 with the Interactive Student
Karen picks 3 apples. Ty picks 5 apples. How many more Edition
apples do they need to pick to have 12 apples altogether?

4 more apples
I Can Objective
I can use properties to explain patterns on the
addition table.
Vocabulary
• Interactive Student Edition Making Connections
• Multilingual Glossary Invite students to tell you what they know about
patterns.
Vocabulary Builder • What is a pattern? a set of numbers or pictures
that are related to each other by a rule
Ask children to define each term and give several
examples. Accept reasonable definitions. Possible
examples given.
Learning Activity
Jen gives 2 balloons to each friend. How many
Term
Example(s) balloons has she given after she gives balloons to
Identity Property of Addition 3 + 0 = 3 each friend?
pattern 2, 4, 6, 8, ... • How many balloons does she give to each
friend? 2 balloons
rule Add 2.
• How can you find the number of balloons she
gives away? Possible answer: Skip count by 2s.
• How many balloons will she give away if she
FOCUSING ON THE WHOLE STUDENT has 1, 2, 3, or 4 friends? 2, 4, 6, 8 balloons

Access Prior Knowledge

Have students look at simple sheet music.
• How are patterns used in composing music? Possible
answer: A group of notes may repeat over and over.
• How does a piano keyboard show a pattern? The keys
repeat; C, D, E, F, G, A, B are repeated on the keyboard.
Encourage students to think of songs that contain
patterns or words that repeat.

Supporting All Learners

When students are able to choose a strategy for solving
a problem, they have reached the point of managing
their own learning. This is an important step in the
learning process. Think about the strategy you used to
find patterns in today’s lesson. Did you use one strategy
most often? Did you understand when you needed to use
a different strategy? When you have preferred strategies
and understand when to use them, you have taken a big
step toward managing your own learning.

Chapter 2 • Lesson 1   39B

 CorrectionKey=FL-B

LESSON 2.1 CHAPTER 2

Name Lesson 1
2 Explore
Florida’s B.E.S.T.
Identify Number Patterns on the ● Algebraic Reasoning 3.AR.3.3, 3.AR.3.1

Addition Table ● Mathematical Thinking & Reasoning

MTR.1.1, MTR. 4.1, MTR.5.1, MTR. 6.1

I Can use properties to explain patterns on the

Unlock the Problem addition table.

UNLOCK the Problem

Materials Addition Table (see eTeacher Resources)
A pattern is an ordered set of numbers or 0 1 2 3 4 5 6 7 8 9 10
Discuss the addition table with students. To
objects. The order helps you predict what 0 0 1 2 3 4 5 6 7 8 9 10
find a sum, locate the first addend in the first will come next. 1 1 2 3 4 5 6 7 8 9 10 11
column, the second addend in the top row, 2 2 3 4 5 6 7 8 9 10 11 12
and move to the right and down until the You can use the addition table to
3 3 4 5 6 7 8 9 10 11 12 13
explore patterns.
column and row meet. 4 4 5 6 7 8 9 10 11 12 13 14
Activity 1 Possible answers are given. 5 5 6 7 8 9 10 11 12 13 14 15
MTR 5.1 Use patterns and structure. Materials ■ orange and green crayons 6 6 7 8 9 10 11 12 13 14 15 16
Notice that each diagonal going upwards • Look across each row and down each 7 7 8 9 10 11 12 13 14 15 16 17

from left to right contains the same sum and column. What pattern do you see? 8 8 9 10 11 12 13 14 15 16 17 18
9 9 10 11 12 13 14 15 16 17 18 19
can be used to find all of the addition facts for The numbers increase by 1; 1 is added to
10 10 11 12 13 14 15 16 17 18 19 20
that sum. each number.

Activity 1 • Shade the row and column orange for the

addend 0. Compare the shaded squares to The Identity Property of Addition
Make sure students understand the Identity the yellow row and the blue column. What states that the sum of any number
Property of Addition. pattern do you see? and zero is that number.
7+0=7
• How does the row for 1 compare to the The numbers are the same.
row for 0? Possible answer: Each number in the row What happens when you add 0 to a number?
for 1 is 1 more than the number above it. Math MTR Use patterns and
The sum is the same as the other number. Talk 5.1 structure.
• How does the row for 1 compare to the
• Shade the row and column green What other patterns can
© Houghton Mifflin Harcourt Publishing Company

row for 2? Possible answer: If I add 1 to each for the addend 1. What pattern do you see?
you find in the addition
table?
number in the row for 1, I get the numbers in the row
The numbers are in order from 1 to 11.
for 2. Math Talk: Possible answer:
What happens when you add 1 to a number? Diagonals from right to left show
• Make a conjecture about the relationship the same number; starting at 0,
­between each row in the addition table and It is like counting; I get the next number; the diagonals from left to right show
the row after it. Possible answer: If I add 1 to each sum is 1 more than the other number.
even numbers, then odd numbers,
then even numbers, and so on.
number in a row, I get the numbers in the row below it.
Go Online For more help Chapter 2 • Lesson 1 39
Point out that the same relationships are true
for the columns in the addition table.
MTR 4.1 Engage in discussions on 3_mflese661030_c02l01.indd 39 12/07/21 8:19 PM

mathematical thinking.
If a row for the number 11 is added to the Multilingual Support
addition table, what numbers (from left to
right) would appear in the row? 11, 12, 13, 14, STRATEGY: Elicit Prior Knowledge
15, 16, 17, 18, 19, 20, 21
Elicit prior knowledge regarding the terms sum, addend, diagonal,
MTR 5.1 Use patterns and structure. pattern, row and column.

Math Use Math Talk to focus on patterns

• Have students discuss what they know about these terms with a
Talk in the addition table.
partner.
• Encourage them to draw and write what they know in their Math
Journal.

Go Online
Video Tutorials and
Interactive Examples

39 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Activity 2 More Number Patterns Math Idea

A rule must be true for
Activity 2
A rule can be used to describe a pattern.
the whole pattern. Have students complete the activity. Be sure
Look at this number pattern. Find a rule.
that students understand the meaning of a
Think: What do I do to 1 to get 4? What do I do to 4 to get 7?
mathematical rule.
1 4 7 10 13
• How does the rule relate to the pattern?
∙3
_ ∙3
_ ∙3
_ ∙3
_ The rule describes how to get the next number in the
pattern.
What is a rule for this pattern? ___
Add 3.
Point out that the first number in a pattern is
• Use the rule above to write the sixth, seventh, and eighth numbers.
not always 1. Encourage students to label each
16 , _
1, 4, 7, 10, 13, _ 22
19 , _ number in the pattern using ordinal language:
• Use the rule above to find the third number. first, second, third, fourth, fifth, sixth, seventh,
eighth...
8 , 11, 14,
2, 5, _ • How can you tell whether the rule involves
Use the rule Subtract 3 to create a pattern. Write the first five numbers in the pattern. adding or subtracting? If the numbers increase,
Think: What number should I start with? What numbers do I get when I subtract 3? the rule involves adding. If the numbers decrease, the
Answers will vary. Possible pattern: 20, 17, 14, 11, 8 rule involves subtracting.
Provide each student with a copy of an
Activity 3 Possible answers are given.
Remember
addition table. Ask students to shade each
Materials ■ orange and green crayons Even numbers end in 0, 2,
pattern in the activity and describe what they
• Shade a diagonal from left to right orange. 4, 6, or 8. Odd numbers notice. Students should see a visual pattern in
end in 1, 3, 5, 7, or 9.
Start with a square for 1. What pattern do you see? the shaded squares.
All the numbers are odd. Invite students to shade the addition table to
Math MTR Use patterns and show the Subtract 3 pattern that they create.
• Shade a diagonal from left to right green. Talk 5.1 structure.
Start with a square for 2. What pattern do you see?
Describe how you know
Have students share their patterns and discuss
when the sum of two
© Houghton Mifflin Harcourt Publishing Company the similarities and differences.

© Houghton Mifflin Harcourt Publishing Company

All the numbers are even.
numbers will be odd.

• Write addition equations. Write even or odd under each addend.

Math Talk: Possible explanation: The sum of two numbers
Activity 3
Possible answers are given.
will be odd if exactly one of the numbers is odd. Review the meaning of even and odd with
_ 4 +_ 2 = 6 _ 4 +_ 3 = 7 _ 5 +_ 3 = 8
students. You can show whether a number
→

is odd or even by using counters to model

even + _
_ even = even even + _
_ odd = odd odd + _
_ odd = even
the number. If you can pair the counters into
40 Florida’s B.E.S.T. Go Math! Grade 3
groups of 2, the number is even. If you cannot,
the number is odd. You may also find it helpful
to model the sums in the activity using counters
3_mflese661030_c02l01.indd 40 04/08/21 10:03 PM in order to see when the sum is odd or even.
MTR 5.1 Use patterns and structure.
Ready for More Visual
Individual
Math Use Math Talk to focus on the sum
• Display the arrangement of Talk of even and odd numbers.
1
numbers (Pascal’s Triangle)
1 1
shown on the right.
• Ask students to look for
1 2 1
Common Errors
patterns in the diagram.
1 3 3 1
Common Errors
1 4 6 4 1
Encourage them to find 1 5 10 10 5 1
Error Students find the incorrect addition or
the relationship between a subtraction value when defining a rule.
number and the numbers in the horizontal row Example In Activity 2, students
above it. Students should identify that the numbers 2, 3, compare the first and second terms,
4, 5, 6, and 10 are the sums of the closest two numbers in 1 and 4, and define the rule as Add 4.
the row above.
Springboard to Learning Remind students
• Display the next row of Pascal’s Triangle for that the number they need to find is the
students: number you add or subtract to get from one
1, ___, 15, ___, ___, 6, 1 term to the next. Have students circle the
first term on the addition table and count
• Challenge students to find the missing numbers the number of squares it takes to get to the
using the patterns they found. 6; 20; 15 next term.

Chapter 2 • Lesson 1   40

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board

1. Write a rule for the pattern. Then write

Math the fifth and sixth numbers. Possible rule given. Math MTR Actively participate in
Talk
Share and Show Board
32, 36, 40, 44, _ 52
48 , _ Add 4
Rule: _
1.1 effortful learning.
Why might there be more
Students may wish to shade parts of rows and than one answer to Problem 3.
2. Write a rule for the pattern. Then Possible rule given.
columns of the addition table to help them Math Talk: The patterns
write the third number. might follow the rule but
identify addends and sums. start at different numbers.
77 , 72, 67, 62, 57
87, 82, _ Rule: Subtract
__ 5
Use the checked problems for Quick Check.
3. Create a pattern that uses the rule Add 3. Write the first, second, third, fourth, and

Quick MTSS RtI fifth numbers. Circle the third number.

Quick Check
Check MTSS RtI Possible answer: 5, 8, 11, 14, 17

Is the sum even or odd? Write even or odd.

If
If a student misses the checked 4. 8 + 1 __
odd 5. 3 + 9 __
even 6. 4 + 8 __
even
problems
Cruz’s Savings
Problem Solving · Applications Real
World Week Amount
Then Differentiate Instruction with 1 45%
• Reteach 2.1 7. How much money has Cruz saved 2 51%
by the end of week 4? Explain how 3 57%
• Waggle MA.3.AR.3.3 you use a pattern. 4
5 69%
63%; Possible explanation: The amounts he saved is a pattern with
6 75%
the rule Add 6, and 57 + 6 = 63.
MTR 1.1 Actively participate in effortful 8. Find the sum 15 + 0. Then write the name of the
learning.
property that you used to find the sum.

Math Use Math Talk to focus on the fact

15; Identity Property of Addition

Talk
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

that different patterns can be 9. Lola created the pattern below. Write a rule for this
defined by the same rule. pattern. Then write the sixth number.
91
76, 77, 79, 82, 86, _

4 Elaborate Possible rule: Add 1 more each time.

Chapter 2 • Lesson 1 41
On Your Own
If students complete the checked problems 3_mflese661030_c02l01.indd 41 04/08/21 8:39 PM

correctly, they may continue with the Meeting Individual Needs

remaining problems.
Reteach 2.1 Enrich 2.1
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

MTSS RtI1
CorrectionKey=FL-A CorrectionKey=FL-A

Problem Solving Real

LESSON 2.1 LESSON 2.1
Name Name
Reteach Enrich

Applications World Identify Number Patterns on the Addition Pattern Pairs and Quads
Table 0 1 2 3 4 5 6 7 8 9
0 0 1 2 3 4 5 6 7 8 9

MTR 4.1 Engage in discussions on You can use a hundred chart to find and continue a pattern.
What is the next number in the pattern?
1
2
3
1
2
3
2
3
4
3
4
5
4
5
6
5
6
7
6
7
8
7
8
8 9 10
9 10 11
9 10 11 12

mathematical thinking. 1, 3, 5, 7, 9,
Step 1 Look at the shaded numbers 1 2 3 4 5 6 7 8 9 10
4
5
6
4
5
6
5
6
7
6
7
8
7
8
8 9 10 11 12 13
9 10 11 12 13 14
9 10 11 12 13 14 15
11 12 13 14 15 16 17 18 19 20
Problem 8 Students may benefit from
in the chart. 7 7 8 9 10 11 12 13 14 15 16

21 22 23 24 25 26 27 28 29 30 8 8 9 10 11 12 13 14 15 16 17
The pattern starts at 1. 9 9 10 11 12 13 14 15 16 17 18
31 32 33 34 35 36 37 38 39 40
reviewing the addition chart to understand Step 2 Think how the numbers change
each time.
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
1 Look at a pair of numbers next to each other in any row of the
addition table. Is their sum even or odd? Explain.
the result of adding 0 to a number. 1 Add 2. 3 Add 2. 5 Add 2. 7
Add 2. 9
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
The sum is odd because the sum of an even number and an odd number

A rule is add 2. is odd.

MTR 5.1 Use patterns and structure.

81 82 83 84 85 86 87 88 89 90
Step 3 Use the rule to continue the 91 92 93 94 95 96 97 98 99 100 2 Look at a pair of numbers next to each other in any column of the
pattern. addition table. Is their sum even or odd? Explain.

Problem 9 Students must analyze a pattern 9 Add 2. 11

So, the next number in the pattern is 11.
The sum is odd because the sum of an even number and an odd number
is odd.
to find the sixth term and write the rule for Write a rule for the pattern.
Possible rules are given. 3 Stretch Your Thinking Look at any square of four numbers in the
Then write the next two numbers.
the pattern. 1 10, 12, 14, 16,
18
,
20 Rule:
Add 2. addition table. One square is outlined as an example. Is the sum of the
four numbers even or odd? Explain.
17 14 Subtract 3. Possible explanation: the sum is even because the sum of the diagonal
2 29, 26, 23, 20, , Rule:
pairs of numbers is the same sum. All sums of the same two numbers are
Use the rule to create a pattern. Answers may vary.
even.
Write the first five numbers in the pattern. Possible pattern:

3 Rule: Add 5. 4 Subtract 10.

Go Online 3, 8, 13, 18, 23 59, 49, 39, 29, 19

5
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
5 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c02r01.indd 5 7/6/21 2:21 PM

3_mflean1822132_c02e01.indd 5 7/6/21 2:19 PM

41 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

10. MTR Whose statement makes sense? Whose statement does not
make sense? Explain your reasoning. Higher-Order Thinking
MTR 6.1 Assess reasonableness of solutions.
The sum of an
The sum of an
even number and Problem 10 requires students to use their
odd number and an
odd number is odd.
an even number knowledge of odd and even numbers in order
is even.
to analyze students’ work.
• Why do Joey and Kayley both circle pairs of
tiles in the addends? Possible answer: Each pair of
tiles represents an even number.
• Joey’s work shows 1 leftover tile in both
Joey’s Work Kayley’s Work addends. How many leftover tiles are there
altogether? two
odd + odd = odd even + even = even • Does Joey’s statement make sense? ­Explain.
5+7 4+6 no; Possible explanation: The 2 leftover tiles can be
paired. So, the sum is even, and Joey’s statement does
1 +
not make sense.

I can circle pairs of tiles in each I can circle pairs of tiles with no
addend and there is 1 left over tiles left over. So, the sum is
in each addend. So, the sum
will be odd.
even. 5 Evaluate Formative
Assessment

Joey’s statement is not right because Kayley’s statement makes sense because

the two left over tiles can be paired. there are no left over tiles. 4 + 6 = 10; I Can
5 + 7 = 12; 12 is an even number. 10 is an even number. Have students work in pairs to explain the
© Houghton Mifflin Harcourt Publishing Company I Can statement.
I can use properties to explain patterns on the
• For the statement that does not make sense, correct the statement.
addition table because . . . I can use the Identity
The sum of an odd number and an odd number is even. Property to show that I can add 0 to any number and I will
get the number as the sum. I can use a rule to define a
• Is the sum of an odd number and an even number odd or even?
pattern.
odd

42 Florida’s B.E.S.T. Go Math! Grade 3

Math Journal WRITE Math
Write the definitions of the Identity Property
of Addition, patterns, and rules. Use the
3_mflese661030_c02l01.indd 42 12/07/21 8:19 PM

DIFFERENTIATED INSTRUCTION • Independent Activities addition table to provide examples of each.

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 2 • Lesson 1   42

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 2.1
Practice and Homework
• Built-in student supports Identify Number Patterns on the
• Actionable Item Reports Go Online
• Standards Analysis Reports Addition Table Interactive Examples

1. Write a rule for the pattern. Then write the Possible rule given.
sixth and seventh numbers.
Practice and Homework
41 , _
6, 13, 20, 27, 34, _ 48 Add 7.
Rule: _

Identify Number Patterns on 2. Write a rule for the pattern. Then write the second number. Possible rule given.

the Addition Table 19 , 17, 15

21, _ Subtract 2
Rule: __

3. Create a pattern that uses the rule Subtract 9. Write the first, second, third, fourth,
Use the Practice and Homework pages to and fifth numbers. Circle the fourth number.
provide students with more practice of the Possible answer: 50, 41, 32, 23, 14
concepts and skills presented in this lesson. Is the sum even or odd? Write even or odd.
Students master their understanding as they
complete practice items and then challenge 4. 5 + 2 __
odd 5. 6 + 4 __
even 6. 1 + 0 __
odd

their critical thinking skills with Problem

7. 5 + 5 __
even 8. 3 + 8 __
odd 9. 7 + 7 __
even
Solving. Use the Write Math section to
determine students’ understanding of content Real
for this lesson. Encourage students to use their Problem Solving World
Math Journals to record their answers. 10. Ada writes two patterns. 11. Verlin says he has an odd number of
model cars. He has 6 cars on one shelf
24, 27, _, 33, 36 and 8 cars on another shelf. Is Verlin
correct? Explain.
50, 42, 34, _, 18

Maria creates a pattern. The first No, he is not correct; 6 + 8 = 14, which
number of Maria’s pattern is the
difference between the missing is an even number.
numbers in Ada’s first and second
patterns. What is the first number of
© Houghton Mifflin Harcourt Publishing Company

Maria’s pattern?
4

12. WRITE Math Write the definition of the Identity Property of Addition.
Use the addition table to provide examples.
Check students’ work.

Chapter 2 • Lesson 1 43

3_mflese661030_c02p01.indd 43 05/08/21 1:06 PM

PATH TO FLUENCY • Activity

Identifying Patterns Within Patterns • For example, one partner might record the pattern 5,
Materials Hundred Chart (see eTeacher Resources), crayons 16, 27, 38, 49. The second partner might identify the
pattern as add 11 and shade the boxes for 60, 71, 82,
This activity provides students with an opportunity to and 93. Together, partners would see that numbers in
extend their understanding of patterns, and to connect the pattern alternate between even and odd and
understanding of even and odd numbers with patterns that the difference between the tens digit and ones
on a hundred chart. digit is first 5 and then increases to 6.
Investigate Students will work with a partner to create • Students take turns providing the pattern and
and identify patterns. Encourage students to be creative identifying and extending the pattern. Students
in the patterns they choose. might use a different color crayon to record different
• One student records the first five numbers of a pattern patterns on the same chart.
by shading the boxes of the numbers on a hundred chart. Summarize Ask students how their patterns might
The other partner states the pattern, and then extends change if they started with a different number. Ask
the pattern as far as possible on the hundred chart. how starting with an even or odd number might affect
Partners then analyze the pattern to see the relationship the pattern.
of even and odd numbers to the pattern, and the
relationship of the digits within the pattern numbers.

43 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
13. Marvella adds an odd number to an 14. Write the rule. Then write the fourth students in previously taught concepts and to
even number. Is the sum even or odd? number in the pattern. promote content retention.
8
17, 14, 11, _, 5, 2

odd Rule: Subtract 3.

Spiral Review
15. Zachriel has 2 quarters, 1 dime, and 16. Oria estimates the height of his desk.
3 pennies. How much money does What is a reasonable estimate?
Zachriel have?

63¢ Possible answer: 2 feet

Use the bar graph for problems 17–18.

17. Who read the most books?

Books Read
7
Number of Books Read

6
5
Juan 4
3 © Houghton Mifflin Harcourt Publishing Company

2
18. Who read 3 more books than Bob?
1
0
Juan Bob Maria Alicia
Students

Alicia

44 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c02p01.indd 44 13/07/21 11:19 AM

Chapter 2 • Lesson 1   44

LESSON
2.2 Lesson at a Glance
Round to the Nearest Ten or Hundred

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.1.4 Round whole numbers from 0 to 1,000 to the nearest I can round numbers to the nearest ten or hundred.
10 or 100.
Learning Goal
Mathematical Thinking & Reasoning Standards
Round 2- and 3-digit numbers to the nearest ten or hundred.
● MTR.1.1 Actively participate in effortful learning.
● MTR.3.1 Complete tasks with mathematical fluency. Language Objective
● MTR.4.1 Engage in discussions on mathematical thinking. Students model for a partner how you can round numbers.
● MTR.5.1 Use patterns and structure. MATERIALS
● MTR.6.1 Assess reasonableness of solutions. • MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.1.4 Round whole numbers ● MA.3.NSO.1.4 Round whole numbers ● MA.4.NSO.1.4 Round whole numbers
from 0 to 100 to the nearest 10. from 0 to 1,000 to the nearest 10 or 100. from 0 to 10,000 to the nearest 10, 100
or 1,000.

ABOUT THE MATH

Why Teach This
Rounding is a way to find about how much or about how Understanding how to round numbers is the foundation
many. It involves finding the multiple of 10 or 100 that is for estimation, which is an important skill for checking
closest to a given number. A number line labeled with the the reasonableness of an answer or for finding an
appropriate multiples provides a good visual reference for approximate answer when an exact answer is not needed.
students to see how a given number is located closer to
one multiple than to another.

For more professional learning,

45A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 1 Engage
with the Interactive Student
Edition
DAILY ROUTINES I Can Objective
I can round numbers to the nearest ten or
hundred.
Problem of the Day 2.2
90 + 3 is one way to show 93. What is another way to Making Connections
show 93? Review with students what they have learned
Possible responses: 9 tens 3 ones; 93 ones about whole numbers and place value.
• What are the names of the places in a 3-digit
Vocabulary number? ones, tens, hundreds
• Interactive Student Edition
• Multilingual Glossary Learning Activity
A biplane rose 376 feet above the ground.
• What information is given to you in this
Vocabulary Builder problem? the number of feet a biplane rose
Have students write a description for the word round. above the ground
Be sure that they give at least one example and one
• How high above the ground was the biplane?
nonexample for rounding to the nearest ten and for
376 feet
rounding to the nearest hundred. Also, make sure that
they mention the different methods that they can use • How can you write 376 in expanded form?
to round numbers to the nearest ten or hundred, like 300 + 70 + 6
number lines and place value.
• What is the value of each digit in 376?
3 hundreds, 7 tens, 6 ones

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Discuss with students situations where you do not need
to know an exact number, but knowing about how much
or about how many is sufficient. For example, the length
of a car is about 10 feet. There are about 100 seats in the
auditorium. The height of a house is about 20 feet.
• How are these numbers alike? They all have zeros. They
all tell about how many.

Chapter 2 • Lesson 2   45B

 CorrectionKey=FL-B

LESSON 2.2 CHAPTER 2

Name Lesson 2
2 Explore
Florida’s B.E.S.T.
Round to the Nearest Ten or Hundred ● Number Sense & Operations 3.NSO.1.4
● Mathematical Thinking & Reasoning
I Can round numbers to the nearest ten or hundred. MTR.1.1, MTR.3.1, MTR.4.1, MTR.5.1

Real UNLOCK the Problem Real

Unlock the Problem World World

When you round a number, you find a number

MTR 1.1 Actively participate in effortful that tells you about how much or about how many.
learning.
Mia’s baseball bat is 32 inches long. What is its
Be sure students understand that 32 is an length rounded to the nearest ten inches?
exact number and they need to round 32 to
One Way Use a number line to round.
the nearest ten.
A Round 32 to the nearest ten.
One Way 32

• Why does the first number line include tens

and not hundreds? Possible answer: because 32 is 0 10 20 30 40
a 2-digit number, and I am rounding 32 to the nearest
Find which tens the number is between.
10
• Between which two tens is 32? Which ten is 32 is between _
30 and _
40 .
Math MTR Engage in discussions on
it closer to? Explain. 30 and 40; 32 is closer to 30. 32 is closer to _
30 than it is to _
40 . Talk 4.1 mathematical thinking.
It is only 2 numbers away from 30 but 8 numbers away 32 rounded to the nearest ten is _
30 . How is rounding to the
nearest ten similar to
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Design Pics Inc./Alamy Images
from 40. rounding to the nearest
So, the length of Mia’s bat rounded to the hundred?
MTR 4.1 Engage in discussions on nearest ten inches is _
30 inches.
mathematical thinking. Math Talk: Possible answer:
When I round to the nearest
B Round 174 to the nearest hundred.
Math Use Math Talk to focus students’
ten, I look at the number

Talk
174 line to see which ten the
number is closer to. I do the
thinking about how the process for
same for hundreds except
rounding a number is similar no matter what 0 100 200 300 I look at the number line
place value you are rounding to. Find which hundreds the number is between. to see which hundred the
number is closer to.
• Look at the second number line. How is 174 is between _
100 and _
200 .

rounding to the nearest hundred similar to 174 is closer to _

200 than it is to _
100 .
rounding to the nearest ten? Possible answer:
So, 174 rounded to the nearest hundred is _
200 .
When I round to the nearest ten, I look at the number
line to see which ten the number is closer to. When Go Online For more help Chapter 2 • Lesson 2 45
I round to the nearest hundred, I look at the number
line to see which hundred the number is closer to.

MTR 6.1 Assess reasonableness of solutions.

3_mflese661030_c02l02.indd 45 12/07/21 8:19 PM

• April said that 224 rounded to the nearest

hundred is 300. Is April correct? Explain. No, Multilingual Support
224 is closer to 200 than it is to 300. So, 224 rounded
to the nearest hundred is 200. STRATEGY: Illustrate Understanding
Students show understanding of rounding using a number line
through total physical response.
• Display a number line on the wall or floor that is labeled by 10s
from 0–100.
• Review the meaning of closer and rounding by having a student
stand at one number (32) and jump to the closest ten (30).
• Discuss which ten is closer and why.

Go Online
Video Tutorials and
Interactive Examples

45 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Round 718 to the nearest ten and hundred. Check students’ work.
Locate and label 718 on the number lines. Discuss with students that there are different
A Nearest Ten B Nearest Hundred ways to round a number. Then, have students
718 718
complete Parts A and B.
• How is rounding a 3-digit number, like 718,
700 710 720 700 750 800
to the nearest ten similar to rounding the
720 than it is
718 is closer to _ 700 than it is
718 is closer to _ number to the nearest hundred? Possible
710 .
to _ 800 .
to _ answer: In each case, I find the two tens or hundreds the
720 .
So, 718 rounds to _ 700 .
So, 718 rounds to _ number is between, and then I decide which is closer.
• How is rounding a 3-digit number to the
nearest ten different than rounding to the
Another Way Use place value.
nearest hundred? Possible answer: The number lines
A Round 63 to the nearest ten. I use are different. To round to the nearest ten, I need to
• Find the place to which you want
Think: The digit in the ones place tells if to round.
find the two tens that the number is between. To round
63
the number is closer to 60 or 70. • Look at the digit to the right. to the nearest hundred, I need to find the two hundreds
●5
3 <
• If the digit is less than 5, the digit
in the rounding place stays the same.
that the number is between.
• If the digit is 5 or greater, the digit
So, the tens digit stays the same. Write 6 as the
tens digit.
in the rounding place increases by one.
• Write zeros for the digits to the
Another Way
right of the rounding place. Students should recognize that the result of
Write zero as the ones digit.
rounding using place value is the same as
So, 63 rounded to the nearest ten rounding on a number line.
is _
60 .
• How might rounding using place value be
Math Talk: Possible explanation: When
B Round 457 to the nearest hundred.
you use place value, you look at the quicker? Possible answer: I don’t have to draw a
digit to the right of the rounding place
number line to see the numbers.
Think: The digit in the tens place tells if 457 to see to which ten or hundred the
the number is closer to 400 or 500. digit is closer. If the next digit is 5 or • How is rounding to the nearest ten and
●
5 ∙ 5
greater, it will be closer to the next ten rounding to the nearest hundred using place
or hundred. When you use a number
So, the hundreds digit increases by one. line, you can see to which ten or © Houghton Mifflin Harcourt Publishing Company
value the same? In each case, I look at the digit to

© Houghton Mifflin Harcourt Publishing Company

Write 5 as the hundreds digit. hundred the number is closer. the right of the place I am rounding to. If the digit is less
than 5, the digit in the rounding place stays the same. If
Write zeros as the tens and ones digits. Math MTR Engage in discussions on
Talk 4.1 mathematical thinking. the digit is 5 or greater, the digit in the rounding place
So, 457 rounded to the nearest hundred Explain how using place value increases by 1. I write zeros for the digits to the right of
is _
500 . is similar to using a number the rounding place.
line.

MTR 4.1 Engage in discussions on

46 Florida’s B.E.S.T. Go Math! Grade 3
mathematical thinking.

Math Use Math Talk to show students how

3_mflese661030_c02l02.indd 46 12/07/21 8:19 PM Talk using place value is similar to using a
number line.
Ready for More Visual
Individual / Partners • Which digit would you use to round 567 to
the nearest hundred? What is 567 rounded
• Write this riddle on the board: to the nearest hundred? 6; 600
I am a number between 440 and 460. When
rounded to the nearest ten, I am 450. When
rounded to the nearest hundred, I am 400. My Common Errors
ones digit is an even number, but it is not 8.
What number am I? 446
Error Students may round numbers
• Have students use the first clue to list the incorrectly because they do not look at the
numbers between 440 and 460. Then have place to the immediate right of the place
students use the remaining clues to eliminate being rounded.
numbers until there is only one number left.
Encourage students to check their work to make
Example To round 718 to the nearest
sure their answer satisfies all the clues.
hundred, students may look at the
8 and round to 800.
• Challenge students to make up their own riddles
Springboard to Learning Have students
involving rounding 3-digit numbers. Have them
circle the place to which they are rounding
exchange their riddles with a partner and solve.
and underline the number to the immediate
right before rounding.

Chapter 2 • Lesson 2   46

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board
Math MTR Engage in discussions on
Locate and label 46 on the number line. Talk 4.1 mathematical thinking.
Math Round to the nearest ten. Check students’ work. What is the greatest number

Share and Show

that rounds to 50 when
Board rounded to the nearest ten?
46
What is the least number?
The first problem connects to the learning 30
Explain.
40 50 60
model. Have students use the MathBoard to
explain their thinking. 1. 46 is between _
40 and _
50 . Math Talk: greatest 54; least 45;
Possible explanation: Since this
2. 46 is closer to _
50 than it is to _
40 .
MTR 4.1 Engage in discussions on group of numbers rounds to 50
(45, 46, 47, 48, 49, 50, 51, 52, 53, 54),
mathematical thinking. 3. 46 rounded to the nearest ten is _
50 .
the greatest number is 54 and the
least number is 45.
Math Use Math Talk to focus on students’
Round to the nearest ten.
Talk understanding of rounding. 4. 19 _
20 5. 66 _
70 6. 51 _
50

Encourage students to explain their thinking. Round to the nearest hundred.

• What is the greatest number that rounds to 7. 463 _
500 8. 202 _
200 9. 658 _
700
100 when rounded to the nearest hundred?
Explain. 149; Possible explanation: 150 is the least
number that rounds to 200. Anything between 100 and On Your Own
150 will round to 100. 149 is the number right before Locate and label 548 on the number line.
150. 149 is the greatest number that will round to 100. Round to the nearest hundred. Check students’ work.
Use the checked problems for Quick Check. 548
Students should show their answers for the 400 500 600
Quick Check on the MathBoard.
10. 548 is between _
500 and _
600 .

11. 548 is closer to _

500 than it is to _
600 .
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Quick MTSS RtI

Quick Check
12. 548 rounded to the nearest hundred is _
500 .
Check MTSS RtI 13. There are 372 workers at a software company. There are
483 workers at a lumber company. When rounding to the nearest hundred,
If
If a student misses the checked which company has 400 workers?
problems software company

Then Differentiate Instruction with Chapter 2 • Lesson 2 47

• Reteach 2.2
• Waggle MA.3.NSO.1.4 3_mflese661030_c02l02.indd 47 12/07/21 8:19 PM

Meeting Individual Needs

DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 2.2 MTSS RtI1 Enrich 2.2
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A

4 Elaborate Name

Round to the Nearest Ten

LESSON 2.2
Reteach
Name

Round and About

LESSON 2.2
Enrich

or Hundred Round the distances to the nearest hundred and ten.

On Your Own
When you round a number, you find a number that tells you Nearest Hundred Nearest Ten
about how much or about how many. 600 630
1 628 miles miles miles
Use place value to round 76 to the nearest ten.
If students complete the checked problems Step 1 Look at the digit to the right of the
tens place.
76 2 704 miles 700 miles 700 miles

correctly, they may continue with the On Your • If the ones digit is 5 or more, the
tens digit increases by one.
ones place
The digit in the ones place
3 58 miles 100 miles 60 miles

Own section. • If the ones digit is less than 5,

the tens digit stays the same.
is 6. 4 Explain why 58 can be rounded to the nearest
hundred even though there is not a digit in the hundreds place.
Since 6 > 5 the digit 7 in the

MTR 5.1 Use patterns and structure.

Possible explanation: when you round to the nearest hundred, you need
tens place increases to 8.
Step 2 Write zero as the ones digit. to look at the tens place. Since 5 = 5, the digit in the hundreds place, 0,

So, 76 rounded to the nearest ten is 80. increases by one, making it 100.
To extend their thinking, ask students to find 128

the greatest number that rounds to 500. 549 Think: To round to the nearest hundred, look at the tens
digit. So, 128 rounded to the nearest hundred is 100. tens
5 Stretch Your Thinking Write a number that is the same when
rounded to the nearest hundred and ten. Explain.
place
Possible explanation: 203; to round 203 to the nearest hundred, you look
Round to the nearest ten.
at the tens digit, which is 0. 0 < 5, so 203 rounds to 200. To round 203 to

1 24 20 2 15 20 3 47 50 the nearest ten, you look at the ones digit, which is 3. 3 < 5, so 203 rounds

4 42 40 5 81 80 6 65 70 to 200.

Round to the nearest hundred.

7 176 200 8 395 400 9 431 400

Go Online 10 421 400 11 692 700 12 470 500

6 6
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c02r02.indd 6 7/6/21 2:21 PM 3_mflean1822132_c02e02.indd 6 7/6/21 2:19 PM

47 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World
Problem Solving Real
Use the table for problems 14–16.
Applications World
14. On which day did about 900 visitors Visitors to the Giraffe
Exhibit
In Problems 14–16, students use information
come to the giraffe exhibit?
from a table and rounding to the nearest ten
Sunday Day Number of Visitors
Sunday 894
or hundred to solve problems.
15. On which two days did about 400 visitors Monday
FPO
793 MTR 5.1 Use patterns and structure.
come to the giraffe exhibit each day? Tuesday 438
Wednesday 362
In Problem 16, encourage students to discuss
Tuesday and Wednesday
Thursday 839
strategies they can use to determine which
16. On which two days did about 800 visitors Friday 725 numbers round to 800.
come to the giraffe exhibit each day? Saturday 598

Monday and Thursday

Higher-Order Thinking
MTR Cole said that 555 rounded to the
17.
nearest ten is 600. What is Cole’s error?
Show the Math MTR 3.1 Complete tasks with mathematical
Demonstrate Your Thinking
Explain. fluency.
The answer should be 560. Possible Problem 17 Students need to identify and
explain the error. Have students also provide
explanation: Cole rounded to the nearest
the correct value for 555 rounded to the
hundred instead of the nearest ten. nearest ten.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Peter Barritt/Alamy Images
18. Write five numbers that round to 360
Problem 19 For each number, students must
when rounded to the nearest ten. on the identify the digit in the tens place and apply
Spot
Possible answer: 356, 357, 359, 361, 364 the rule for rounding that digit to determine
whether the number rounds to 100. If
students select 38 or 162 or do not select 109
or 83, they may not understand the strategies
19. Select the numbers that round to 100. Select
or may not apply the strategies correctly.
all that apply.

A 38 C 109

B 162 D 83 5 Evaluate Formative

Assessment

48 Florida’s B.E.S.T. Go Math! Grade 3 I Can

Have students model for a partner to explain
3_mflese661030_c02l02.indd 48 12/07/21 8:19 PM
the I Can statement.
DIFFERENTIATED INSTRUCTION • Independent Activities I can round numbers to the nearest ten or
hundred by . . . using a number line or place value.

Grab
TM

and Math Journal WRITE Math

Version 2.0 Describe how to round 678 to the nearest
Differentiated Centers Kit hundred.

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 2 • Lesson 2   48

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 2.2
Practice and Homework
• Built-in student supports Round to the Nearest Ten or Hundred
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Locate and label 739 on the number line.
Round to the nearest hundred.
Practice and Homework
739

Round to the Nearest Ten 600 700 800 900

or Hundred 700 and _.

1. 739 is between _ 800

Use the Practice and Homework pages to 700 than it is to _.

2. 739 is closer to _ 800
provide students with more practice of the
concepts and skills presented in this lesson. 700
3. 739 rounded to the nearest hundred is _.
Students master their understanding as they
Round to the nearest ten and hundred.
complete practice items and then challenge
their critical thinking skills with Problem 70
4. 66 __ 830
5. 829 __ 570
6. 572 __
Solving. Use the Write Math section to
determine students’ understanding of content 100
__ 800
__ 600
__
for this lesson. Encourage students to use their
Math Journals to record their answers. 210
7. 209 __ 660
8. 663 __ 950
9. 949 __

200
__ 700
__ 900
__

Problem Solving Real

World

10. The baby elephant weighs 11. Jayce sold 218 cups of lemonade
435 pounds. What is its weight at his lemonade stand. What is
rounded to the nearest hundred 218 rounded to the nearest ten?
© Houghton Mifflin Harcourt Publishing Company

pounds?

400 pounds 220

12. WRITE Math Describe how to round 678 to the nearest hundred.

Check students’ work.

Chapter 2 • Lesson 2 49

3_mflese661030_c02p02.indd 49 12/07/21 8:21 PM

PROFESSIONAL
DEVELOPMENT MATH TALK IN ACTION

The class is discussing why 5 is a benchmark for rounding. Nic:  h, I get it. When rounding to the nearest
O
hundred, deciding if the number to the right is
Teacher:  hy do you compare the digit to the right of
W greater or less than 5 is the same as deciding if
the rounding place to 5? it is greater or less than the number halfway
Mariah: It tells you if you have to change the digit. between. The 5 stands for 50!

Teacher:  uppose you want to round 427 to the nearest

S Deanna: If you round to the nearest 100, 5 stands for 50,
hundred. What digit do you compare to 5? so you are deciding if the number is more or less
than halfway between the two hundreds.
Mariah: L ook at the digit to the right of the 4. Compare
2 to 5 to see if the number is closer to 400 or Teacher:  xcellent! So remember, when you compare a
E
500. number to 5, you are deciding if the number is
more or less than halfway to the next ten or
Teacher: Is 427 greater than or less than 450? hundred.
Melinda: L ess than 450, so 427 is closer to 400. I would
round it to 400.

49 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
13. One day, 758 people visited the 14. Sami ordered 132 dresses for her students in previously taught concepts and to
Monkey House at the zoo. What is store. What is 132 rounded to the promote content retention.
758 rounded to the nearest hundred? nearest ten?

800 130

Spiral Review
15. What property describes the 16. Is the sum even or odd?
equation?
2+6
6+0=6

Identity Property of Addition even

17. What name describes this shape? 18. What word describes the equal
shares of the shape?

© Houghton Mifflin Harcourt Publishing Company

triangle fourths

50 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c02p02.indd 50 04/08/21 8:41 PM

Chapter 2 • Lesson 2   50

LESSON
2.3 Lesson at a Glance
Estimate Sums

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.1.4 Round whole numbers from 0 to 1,000 to the nearest I can use compatible numbers and rounding to estimate
10 or 100. sums.
● MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including
using a standard algorithm with procedural fluency. Learning Goal
Use compatible numbers and rounding to estimate sums.
Mathematical Thinking & Reasoning Standards
● MTR.1.1 Actively participate in effortful learning. Language Objective
● MTR.2.1 Demonstrate understanding in multiple ways. Students write in their Math Journals to explain how you can
● MTR.3.1 Complete tasks with mathematical fluency. use compatible numbers and rounding to estimate sums.
● MTR.4.1 Engage in discussions on mathematical thinking. MATERIALS
● MTR.7.1 Apply mathematics to real-world contexts. • MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.1 Add and subtract ● MA.4.NSO.2.7 Explore the addition and
two whole numbers with sums up to multi-digit whole numbers including using subtraction of multi-digit numbers with
1,000. Explore the subtraction of a whole a standard algorithm with procedural decimals to the hundredths.
number from a whole number, each no fluency.
larger than 1,000.

ABOUT THE MATH

Why Teach This
Estimating sums by using compatible numbers or When rounding addends to estimate sums, be sure to
by rounding is an important skill for checking the round each addend to the same place. For example, when
reasonableness of an answer or finding an estimated sum rounding to estimate 123 + 89, round each addend to the
when an exact sum is not needed. nearest ten to get 120 + 90 = 210 or round each addend
to the nearest hundred to get 100 + 100 = 200.
In this lesson, students estimate by using compatible numbers
or rounding. Compatible numbers are numbers that are easy
to compute mentally and are close to the actual numbers.

For more professional learning,

51A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 2.3 with the Interactive Student
What is 475 rounded to the nearest hundred? Edition
500
I Can Objective
Vocabulary I can use compatible numbers and rounding to
• Interactive Student Edition estimate sums.
• Multilingual Glossary
Making Connections
Ask students to tell what they know about
Vocabulary Builder rounding numbers.
Have students make a math vocabulary connection sheet • What place do you look at when rounding a
for the lesson vocabulary words. number to the nearest ten? ones
Ask students to write the word and then write a • What place do you look at when rounding a
definition using their own words. After students share number to the nearest hundred? tens
their meanings, list the math definition on the board.
Learning Activity
Word: estimate • Is it possible for the sum of two rounded
numbers to be the same as if the numbers had
My definition: Guess at not been rounded? yes
an amount.
• Is it possible for the sum of two rounded
Math definition: numbers that are not compatible to be the same
A number close to an
exact amount. as if the numbers had not been rounded? no

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Have students round each number to the nearest ten and
to the nearest hundred, using place value.
123 120; 100 315 320; 300
479 480; 500 558 560; 600
Have students compare the numbers rounded to the
nearest ten and to the nearest hundred.
• When is the number rounded to the nearest ten
greater than the number rounded to the nearest
hundred? Possible answer: when the digit in the tens
place is greater than 0 and less than 5, then the number
rounded to the nearest ten will be greater than the
number rounded to the nearest hundred.

Chapter 2 • Lesson 3   51B

 CorrectionKey=FL-B

LESSON 2.3 CHAPTER 2

Name Lesson 3
2 Explore
Florida’s B.E.S.T.
Estimate Sums ● Number Sense & Operations 3.NSO.1.4,
3.NSO.2.1
I Can use compatible numbers and rounding to ● Mathematical Thinking & Reasoning
MTR.1.1, MTR.2.1, MTR.3.1, MTR.4.1,
estimate sums. MTR.7.1

Real
Unlock the Problem World UNLOCK the Problem Real
World
Discuss with students situations where it is not The table shows how many dogs went to Pine
necessary to know the exact number, but only Lake Dog Park during the summer months.
About how many dogs went to the park during
about how much or about how many. Then June and August?
have students read the problem. Pine Lake Dog Park
You can estimate to find about how many or Month Number of Dogs
MTR 1.1 Actively participate in effortful about how much. An estimate is a number June 432
learning. close to an exact amount. July 317
Be sure students understand that they are August 489

finding about how many dogs went to the

One Way Use compatible numbers.
park in June and August. Math Talk: Less than the exact
Compatible numbers are numbers that sum; Possible explanation:
One Way are easy to compute mentally and are
close to the real numbers.
425 is less than 432, and 475
is less than 489, so the sum of

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Getty Images ©Anurak Pongpatimet/Shutterstock
This method uses compatible numbers and the compatible numbers will be
mental math to estimate sums. 432 → 425 less than the exact sum.

+ 489 → + 475 Math

MTR 4.1 Engage in discussions on __ __
900 Talk
MTR Engage in discussions on
4.1 mathematical thinking.
mathematical thinking. Will the sum of the
compatible numbers 425 and
So, about __900 dogs went to Pine Lake 475 be greater than or less

Math Use Math Talk to focus on Dog Park during June and August. than the exact sum? Explain.

Talk students’ understanding of

determining if the sum of the compatible
1. What other compatible numbers could you have used?
numbers used makes an estimate that is
greater than or less than an exact sum. Possible answers: 430 and 490; 400 and 500; 400 and 489

Have students share other compatible numbers 2. About how many dogs went to the park during July
and August? What compatible numbers could you
they think they could use. Point out that they
use to estimate?
can also choose to change only one of the
numbers to make them compatible. Possible answers: about 817; 317 + 500

• Describe what compatible numbers are in Go Online For more help Chapter 2 • Lesson 3 51
your own words. Possible answer: numbers that
are close to the actual numbers that I can add mentally
3_mflese661030_c02l03.indd 51 12/07/21 8:19 PM

Multilingual Support
STRATEGY: Elicit Prior Knowledge
Elicit prior knowledge to build understanding of compatible
numbers.
• Share a brief definition for compatible numbers. Show an example
and use a number line.
• Ask students to share with a partner in their own words what
they already know about compatible numbers, using a diagram or
example.
• Have them make notes in their Math Journal.

MTR 2.1 Demonstrate understanding in multiple ways.

• Write an equation with compatible numbers to estimate the sum
of 476 and 284. Possible response: 500 + 300 = 800

Go Online
Video Tutorials and
Interactive Examples

51 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Another Way Use place value to round.

Another Way
432 + 489 = ■ Remember

First, find the place to which you want to round. When you round a In this method, place value is used to
Round both numbers to the same place.
number, you find a
number that tells about
round numbers to the nearest hundred.
The greatest place value of 432 and 489 is how many or about Then students find the sum of the rounded
hundreds. So, round to the nearest hundred. how much.
numbers.
• Which gives an estimate that is closer to
STEP 1 Round 432 to the nearest hundred.
the exact sum: rounding each addend to
432 →
• Look at the digit to the right of the 432
+489 +
400 the nearest hundred or rounding to the
hundreds place. __ __

→
nearest ten? Explain. rounding to the nearest ten;
• Since 3 < 5, the digit 4 stays the same.
Possible explanation: When I round to the nearest ten,
• Write zeros for the tens and ones digits. the numbers are closer to the original numbers than
STEP 2 Round 489 to the nearest hundred. when I round to the nearest hundred.
432 → 400
• Look at the digit to the right of the
hundreds place. 489
+
__489 → +
__500 MTR 4.1 Engage in discussions on
mathematical thinking.
→
• Since 8 > 5, the digit 4 increases by one.

Math
• Write zeros for the tens and ones digits.
Use Math Talk to focus on
STEP 3 Find the sum of the rounded numbers. 432 → 400 Talk
students’ understanding of
+489
__ → + 500
__
rounding numbers.
900
• Explain why 137 rounded to the nearest ten
Math MTR Engage in discussions on
So, 432 + 489 is about _
900 . Talk 4.1 mathematical thinking. is greater than 137 rounded to the nearest
How can a number rounded to hundred. Possible explanation: When 137 is rounded
the nearest ten be greater than
the same number rounded to to the nearest ten, it is rounded to 140. When 137 is
Math Talk: Possible explanation: When the digit in the tens
place is greater than 0 and less than 5, then the same number
the nearest hundred? rounded to the nearest hundred, it is rounded to 100
rounded to the nearest ten will be greater than the number rounded to the nearest hundred. because any number less than 149 gets rounded down
Try This! Estimate the sum. to 100.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Possible answers are given.
A Use compatible numbers. B Use rounding.
Try This!
• Which method do you think is easier to
47 → 50 304 → 300 use? Why? Possible answer: rounding, because it
+ 23
_ → + 25
_ + 494
__ → +
__500 is easier to round than to find numbers that are both
75 800 close to the actual numbers and easy to add
• What other compatible numbers could you
52 Florida’s B.E.S.T. Go Math! Grade 3
use for Example A? Possible answer: 50 + 20
• In Example B, how would your answer
3_mflese661030_c02l03.indd 52 12/07/21 8:19 PM change if you rounded each addend
to the nearest ten? My answer would be
300 + 490 = 790.
Ready for More Visual / Kinesthetic
Individual

Materials calculators

• Write the following exercise on the board.

Common Errors

Error Students may round numbers

749 + 236
incorrectly because they do not look at the
place to the immediate right of the place
• Have students estimate the sum and record their being rounded.
estimates. Possible answer: 750 + 240 = 990
Example In Example B, students may
• Then have students use a calculator to find the look at the second 4 in 494 and
actual sum. 985 round to 400 instead of 500.
• Have students write their own 3-digit addition Springboard to Learning Have students
exercises and repeat the activity. Have students circle the place to which they are rounding
try different estimation strategies to find which and underline the number to the immediate
strategy gives them the estimate that is closest to right before rounding.
the actual sum.

Chapter 2 • Lesson 3   52

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board

1. Use compatible numbers to complete Possible answers are given.

Math the problem. Then estimate the sum.
Math
Share and Show Board
425 Talk
MTR Engage in discussions on
4.1 mathematical thinking.
428 →
The first problem connects to the learning What other compatible numbers
+2 8 6
__ → + 275
__ could you use for 428 and 286?
model. Have students use the MathBoard to 700
explain their thinking. Math Talk: Possible answer: I could use 400 and 300.
Use rounding or compatible numbers to estimate the sum. Possible answers
MTR 4.1 Engage in discussions on are given.
2. 65 70 3. 421 425 4. 369 375
mathematical thinking.
+ 23
_ + 20
__ + 218
__ + 225
__ + 480
__ + 475
__
90 650 850
Math Use Math Talk to focus on students’
Talk understanding of compatible On Your Own
numbers. Use rounding or compatible numbers to estimate the sum. Possible answers are given.
• What compatible numbers could you use to 5. 19 20 6. 39 40 7. 327 325
solve Problem 3? Possible answers: 420 and 220; + 54
_ + 50
__ + 42
_ + 40
__ + 581
__ + 600
__
400 and 200 70 80 925
Use the checked problems for Quick Check. 8. Seth bought a pair of sneakers for $48 and a jacket for $64.
Explain how you can estimate to find the total amount that
Students should show their answers for the
he spent for the sneakers and jacket.
Quick Check on the MathBoard. Possible explanation: I can round each number to the nearest ten and then add.
48 rounds to 50, and 64 rounds to 60. 50 + 60 = 110, so Seth spent about $110.00.
Quick Check MTSS RtI 9. Elena drove 255 miles last week and 342 miles this week.
Quick Check MTSS RtI About how many miles did Elena drive for the two weeks,
rounded to the nearest hundred?
If
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

600 miles
If a student misses the checked problems
10. There are 187 kindergarten students, 203 first-grade
students, and 382 second-grade students. About how many
Then Differentiate Instruction with
students are in the three grades, rounded to the nearest ten?
• Reteach 2.3 How does the answer change if you round each number to
• Waggle MA.3.NSO.2.1 the nearest hundred? 770; Possible explanation: The answer would be greater if the
numbers were rounded to the nearest hundred. 187 would round to 200, 203 would
round to 200, and 382 would round to 400; 200 + 200 + 400 = 800.
Chapter 2 • Lesson 3 53

4 Elaborate 3_mflese661030_c02l03.indd 53

Meeting Individual Needs

12/07/21 8:19 PM

Reteach 2.3 Enrich 2.3

DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

MTSS RtI1
CorrectionKey=FL-A CorrectionKey=FL-A

On Your Own Name

LESSON 2.3
Reteach
Name
LESSON 2.3
Enrich

If students complete the checked problems

Estimate Sums Estimating the Crowd
correctly, they may continue with the On Your An estimate is a number close to an exact amount. It is Kids’ Month at the city baseball park. The table shows

Own section. You can use compatible numbers to estimate.

Compatible numbers are easy to compute mentally
how many people went to the baseball games during Kids’
Month. Estimate to answer each question.

and are close to the real numbers. Attendance

73 75
Estimate. Use compatible numbers. Game Adults Children
+
_ 21 +
_ 25
73 + 21 = ■ 100 Game 1 235 324
So, 73 + 21 is about 100. Game 2 257 399

Another way to estimate is to round numbers to Game 3 189 404

the same place value.
Game 4 477 398

Estimate. Round each number to Game 5 317 197

the nearest hundred. 214 + 678 = ■
Step 1 Look at the digit to the right of the 1 Which game did the fewest people attend? Game 5
hundreds place. 214 200
+
__678 +
__700 2 Which game did about 650 people attend? Game 2
• 1 < 5, so the digit 2 stays the same. 900
• 7 > 5, so the digit 6 increases by 1 3 Which game did the most people attend? Game 4
to become 7.

Step 2 Write zeros for the tens and ones places. 4 Stretch Your Thinking Suppose the total attendance at Game 6 was
about 800 and there were more children than adults at the game.
So, 214 + 678 is about 900. About how many children and how many adults could have attended?
Possible answers are given. Explain how you know your answer is correct.
Use rounding or compatible numbers to estimate the sum. Answers will vary and should include a greater number of children than
40 525 225
1. 42 2. 523 3. 235 adults. Possible explanation: 521 children and 278 adults; 521 is greater
40 100 375
+ 36 + + 117 + + 374 +
than 278, so there are more children than adults. To the nearest hundred,
80 625 600
521 rounds to 500 and 278 rounds to 300; 500 + 300 = 800. So, the total
20 250 300
4. 23 5. 254 6. 299 attendance is about 800.
Go Online + 99 +
100

120
+ 167 + 150

400
+ 199 +
200

500
7
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
7 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c02r03.indd 7 7/6/21 2:22 PM

3_mflean1822132_c02e03.indd 7 7/6/21 2:19 PM

53 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World Dan’s Pet Supplies Sold
Problem Solving Real
World
Use the table for problems 11–13. Bags of
Month Pet Bowls Pet Food
Applications
11. MTR About how many pet bowls were June 91 419
sold in June and July altogether? July 57 370 MTR 7.1 Apply mathematics to real-world
Possible answer: about 150 pet bowls August 76 228 contexts.
Have students read Problem 11 and discuss
12. Would you estimate there were more pet
what they need to find.
bowls sold in June or in July and August
combined? Explain.
July and August combined; Possible
Higher-Order Thinking
explanation: 50 + 75 = 125; 125 > 100.
MTR 4.1 Engage in discussions on
mathematical thinking.
13. Dan estimated the lowest-monthly sales of both pet
bowls and bags of pet food to be about 300. What month on the To extend students’ thinking in Problem 12,
had the lowest sales? Explain. Spot discuss whether rounding to the nearest
August: Possible explanation: In August, the number of pet bowls hundred and using compatible numbers give
sold was 76; round to 100. The number of bags of pet food sold
different estimates.
was 228; round to 200. Then add 100 + 200 = 300 for the estimate. MTR 3.1 Complete tasks with mathematical
fluency.
Problem 14 Assesses how well students

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Image Source/Alamy Images
14. Write each number sentence in the box below the better
estimate of the sum. understand estimation methods. Using front
digits does not give a close enough estimate,
263 + 189 = 305 + 72 = 195 + 238 = 215 + 289 =
and rounding to the nearest ten does not
400 500 allow ease in mentally computing the sum.
305 + 72 = 263 + 189 = Students should round addends to the nearest
hundred and then compare their estimate
to the number in each box to determine the
195 + 238 = 215 + 289 = better fit.

5 Evaluate Formative
Assessment
54 Florida’s B.E.S.T. Go Math! Grade 3

I Can
3_mflese661030_c02l03.indd 54 12/07/21 8:19 PM Have students discuss with a partner how to
DIFFERENTIATED INSTRUCTION • Independent Activities demonstrate the I Can statement.
I can use compatible numbers and rounding
to estimate sums by . . . finding numbers that are
Grab
TM

and close to the real numbers that are also easy to add, and
then adding them. I can round the numbers to the same
Version 2.0 place and add the rounded numbers.
Differentiated Centers Kit
Math Journal WRITE Math
Explain how to estimate 368 + 231 two
Tabletop Flipchart Readers
different ways.
Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 2 • Lesson 3   54

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 2.3
Practice and Homework
• Built-in student supports Estimate Sums
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Use rounding or compatible numbers
to estimate the sum. Possible answers are given.
Practice and Homework
1. 171 175 2. 87 90 3. 222 200
Estimate Sums + 727
__
+
__725
900
+ 34
__ +
__30 + 203
__ +
__200
120 400
Use the Practice and Homework pages to
provide students with more practice of the
4. 52 50 5. 256 250 6. 302 300
concepts and skills presented in this lesson.
Students master their understanding as they + 39
__ +
__40 +
__321 +325
__ +
__412 +
__400
90 575 700
complete practice items and then challenge
their critical thinking skills with Problem
Solving. Use the Write Math section to 7. 325 + 458 8. 620 + 107

determine students’ understanding of content 325 + 500 = 825 600 + 100 = 700
for this lesson. Encourage students to use their
Math Journals to record their answers. Problem Solving Real
World Possible answers are given.

9. Stephanie read 72 pages on Sunday 10. Mateo biked 345 miles last month.
and 83 pages on Monday. About how This month he has biked 107 miles.
many pages did Stephanie read during Altogether, about how many miles
the two days? has Mateo biked last month and
this month?

about 150 pages

_____ about 450 miles
_____
© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Explain how to estimate 368 + 231

two different ways.
Check students’ work.

Chapter 2 • Lesson 3 55

3_mflese661030_c02p03.indd 55 12/07/21 8:21 PM

PROFESSIONAL
DEVELOPMENT MATH TALK IN ACTION

The class is discussing Problem 1. Julie: I like the numbers 175 and 725 because they are
very close to the real numbers.
Teacher: Could you use other compatible numbers?
Oded: But those numbers are harder to add.
Hiroshi: Yes. I can choose numbers that I think are easy.
Teacher:  ou all make sense! Which compatible numbers
Y
Teacher: Can you use any easy numbers? do you think give a sum closest to the actual
Oded:  ou should use numbers that are close to the
Y sum?
numbers you are adding. Hiroshi: I think if you use numbers that are close to the
Teacher: What compatible numbers would you use? real numbers you get an answer that is really
close.
Hiroshi: I would use 200 + 700 because I know
200 + 700 = 900. Julie: So, 175 + 725 will give the closest sum.

Oded: I would use 180 + 720 = 900 because I know Oded:  ll the compatible numbers are okay. But some
A
20 + 80 = 100, so I could add 100 to 800 will give you an answer closer to the real sum.
to get 900. Teacher: That’s right! You can estimate in different ways!

55 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
12. The McBrides drove 317 miles on one 13. Rakesh counted 63 birds in his students in previously taught concepts and to
day and 289 miles on the next day. backyard last week. This week, he promote content retention.
Estimate the number of miles the counted 71 birds in his backyard.
McBrides drove during the two days. About how many birds did Rakesh
count?

Possible answer: about 600 miles Possible answer: about 130 birds

Spiral Review
14. What name describes this shape? 15. Is the sum even or odd?

6+7

cube odd

16. What is 503 rounded to the nearest 17. What is 645 rounded to the nearest
hundred? ten?

© Houghton Mifflin Harcourt Publishing Company

500 650

56 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c02p03.indd 56 12/07/21 8:21 PM

Chapter 2 • Lesson 3   56

LESSON
2.4 Lesson at a Glance
Use Strategies for Addition

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.1.2 Solve one- and two-step real-world problems involving I can use strategies to solve addition problems.
any of four operations with whole numbers.
● MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including Learning Goal
using a standard algorithm with procedural fluency. Use number lines and bar models to solve addition
problems.
Mathematical Thinking & Reasoning Standards
● MTR.1.1 Actively participate in effortful learning. Language Objective
● MTR.2.1 Demonstrate understanding in multiple ways. Students describe to a partner how to use number lines and
● MTR.4.1 Engage in discussions on mathematical thinking. bar models to solve addition problems.
● MTR.5.1 Use patterns and structure. MATERIALS
● MTR.7.1 Apply mathematics to real-world contexts. • MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.AR.1.1 Solve one- and two-step ● MA.3.AR.1.2 Solve one- and two-step ● MA.4.AR.1.2 Solve real-world problems
addition and subtraction real-world real-world problems involving any of four involving addition and subtraction
problems. operations with whole numbers. of fractions with like denominators,
including mixed numbers and fractions
greater than one.

ABOUT THE MATH

Students have used estimation strategies to find sums count by place value starting with the greatest place value
of up to 3-digit numbers. In this lesson, students use and working their way down to the ones.
number lines and bar models to find the actual sums
When working with a bar model, students will see how
of numbers.
the two parts combine to make a whole, or total sum.
When working with a number line, students will be shown
how to count on to the nearest ten or hundred or how to

For more professional learning,

57A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 1 Engage
with the Interactive Student
Edition
DAILY ROUTINES I Can Objective
I can use strategies to solve addition problems.
Problem of the Day 2.4 Making Connections
Anna buys a computer for $235 and a wireless keyboard Invite students to tell you what they know about
for $26. Estimate the total amount Anna pays. about $270 addition.
• What are clues in a word problem that tell you to
Vocabulary add? Possible answers include sum, together, all,
• Interactive Student Edition plus
• Multilingual Glossary
• What number is in the tens place of 145? 4
• What number is in the ones place of 145? 5
Fluency Builder
Materials blank number cubes Learning Activity
Tell a story about there being 112 frogs in the
Mental Math Have students work in pairs using two
pond yesterday and 134 frogs in the pond today.
number cubes. Label the sides of one cube with 0, 1, 2, 4,
6, and 8. Label the sides of the other cube with 2, 3, 4, 5, 7 What is the problem the students are trying to
and 9. Have students toss the cubes and quickly name the solve? Connect the story to the problem.
sum of numbers.
• How many frogs were in the pond yesterday?
112
6 7 • How many frogs are in the pond today? 134
8 4 4 5 • What is the problem asking you to do? find the
total amount of frogs

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Choose one or more of the following activities.
• Have students write another word problem similar to
the one in the opener.
• Have students identify and explain an addition strategy
they have already learned.

Chapter 2 • Lesson 4   57B

 CorrectionKey=FL-B

LESSON 2.4 CHAPTER 2

Name Lesson 4
2 Explore
Florida’s B.E.S.T.
Use Strategies for Addition ● Algebraic Reasoning 3.AR.1.2
● Number Sense & Operations 3.NSO.2.1
I Can use strategies to solve addition problems. ● Mathematical Thinking & Reasoning
MTR.1.1, MTR.2.1, MTR.4.1, MTR.5.1,
MTR.7.1

Real
Unlock the Problem World UNLOCK the Problem Real
World
Tell students that they will learn two The table shows how many musicians Orchestra Musicians
strategies to add greater numbers: counting are in each section of a symphony Section Number
by tens and ones on a number line, and using orchestra. How many musicians play
Brass 12
either string or woodwind instruments?
a bar model. They will also complete an Percussion 13
equation to represent each problem. One Way Use the number line to String 57
find 57 + 15.
One Way Woodwind 15

A Count on to the nearest ten. Then B Count by tens. Then count by ones.
MTR 4.1 Engage in discussions on count by tens and ones.
mathematical thinking. Think: 3 + ■ = 15 Think: 10 + 5 = 15

Discuss the strategy of counting by tens and +3 + 10 +2 + 10 +5

ones. Have students notice that they begin at
the first addend, 57, and count on from there. 57 67 72
57 60 70 72
Have them use their fingers to show how they
count on by ones from 57 to 60, then count Complete the equation. Remember
on by ten to get to 70, and finally, count on 2 57 + 15 = _
72 An equation uses the
more to reach 72. equal sign to show that
two amounts are equal.
So, _
72 musicians play either string or
• Why do you count on 3 in the beginning woodwind instruments.
and count on 2 at the end? Possible answer:
I need to add 5 in all for the 5 ones in 15.
Likewise, work through how to add ten first, Try This! Find 43 + 28. Draw jumps and label the number Possible drawing and
© Houghton Mifflin Harcourt Publishing Company

by counting from 57 to 67 on the number line, line to show your thinking. Then complete the equation. labels are shown.

followed by counting ones to reach 72. + 20 +7 +1

• How is adding on a number line like adding
on a hundred chart? Possible answer: I can see 43 63 70 71
how to count on to get to the nearest ten.
So, 43 + 28 = _
71 .
Try This!
Go Online For more help Chapter 2 • Lesson 4 57
Read the problem together. Discuss the new
kind of number line showing open spaces. Tell
students that their number line increments do 3_mflese661030_c02l04.indd 57 04/08/21 8:40 PM

not need to be exact, and all tick marks need

not be shown.
• What if you start at 28 and add 43? Would Multilingual Support
you get the same answer? Explain. yes;
Possible explanation: The Commutative Property of STRATEGY: Model Concepts
Addition says I can add 43 + 28 or 28 + 43 and the • Write 47 on the board and have the class say the number. Let’s
sum will be the same. count by ones, and then by tens. Lead the class to count up 5 from
47. 52 Write each number as the class counts. Then count up by
tens five times. 102
• This time, let’s count by tens first and then ones. Model how to
count up by tens five times, and then ones. Point out that the last
number is 102 both times.

By ones and tens: 47, 48, 49, 50, 51, 52, 62, 72, 82, 92, 102
By tens and ones: 47, 57, 67, 77, 87, 97, 98, 99, 100, 101, 102

• Have students discuss the differences between the counting

methods and tell which method they prefer.
Go Online
Video Tutorials and
Interactive Examples

57 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Another Way Use bar models to solve an addition problem.

Another Way
During a fundraiser, the band sold 132 candles in September,
161 candles in October, and 125 candles in November. How many MTR 1.1 Actively participate in effortful
candles did the band sell in all? learning.
STEP 1 Complete the bar model to find Have students read the problem. Make
the number of candles sold in 132 candles 161 candles sure they understand that this is a two-step
September and October.
problem. As students complete the steps of
Then complete the equations. candles
the problem, ask the following questions:
_
132 + _
161 = ■
• How can you use the bar model in Step 1?
_
293 = ■ I can use the bar model to find the number of candles
sold in September and October.
STEP 2 Complete the bar model to find
the number of candles sold in all. 293 candles 125 candles
• How can you use the information in the
problem to label the bar model in Step 1?
Then complete the equations.
candles I can label the shorter box 132 to show the number of
_
293 + _
125 = ▲ candles sold in September. I can label the longer box
_
418 = ▲ 161 to show the number of candles sold in October.
So, the band sold _
418 candles in all. • What does the bar model in Step 2 show?
The bar model in Step 2 shows the total number of
candles sold in September, October, and November.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Creatas/Jupiterimages/Getty Images

Share and Show Math
Board • How are the bar models related to the
equations that represent them? Possible
1. Count by tens and ones to find 63 + 27. Draw jumps
answer: The addends are in the boxes, and the sum is
and label the number line to show your thinking.
Then complete the equation. the number below the boxes.
Think: Count by tens and ones from 63. Possible drawing and labels are given.
+ 10 + 10 +7

3 Explain
© Houghton Mifflin Harcourt Publishing Company

63 73 83 90

63 + 27 = _
90 Math MTR Engage in discussions on Math
Talk
Math Talk: Possible explanation: Jump from
4.1 mathematical thinking. Share and Show Board
Explain another way you can
63 to 70, then from 70 to 90. draw the jumps. The first problem connects to the learning
model. Have students use the MathBoard to
58 Florida’s B.E.S.T. Go Math! Grade 3 explain their thinking.

3_mflese661030_c02l04.indd 58 12/07/21 8:42 PM

Common Errors

Ready for More Visual / Verbal

Small Groups
Error Students may forget to complete the
second step in a two-step problem.
Materials: poster paper, markers, rulers Example 25 + 17 + 36 =
• Have small groups give their posters a title Students use a bar model to show
“55 + 33”. 25 + 17 = 42 as the final answer.
• Have students divide their posters into three Springboard to Learning Remind students
sections. In one section, ask students to illustrate that they should read the problem carefully
how to count on by tens and then ones. and be sure that they are answering the
Students can draw a number line or give verbal question that is asked. Have students circle
instructions. every addend they must use to solve the
problem.
• In another section, have students illustrate how to
count on by ones and then tens.
• In the last section, have students draw bar MTR 4.1 Engage in discussions on
models to show how to solve the problem. mathematical thinking.
• Have groups present their posters to the class.
Use Math Talk to focus on Math
students’ understanding of using a Talk
number line to find a sum.

Chapter 2 • Lesson 4   58

 CorrectionKey=FL-B

Name

Use the checked problem(s) for Quick Check. Complete the bar model to represent and solve the problem.
Then complete the equation for the bar model.

Check MTSS
2. There are 512 students at Fairview Elementary.
Quick
Quick Check MTSS RtI
RtI There are 454 students at Lincoln Elementary. 512 students 454 students
How many students attend the two schools?
students
If a student misses the checked 512 + _
_ 454 = ■
If
problem(s) 966 = ■
_

Then Differentiate Instruction with On Your Own

• Reteach 2.4 Use the table for problems 3–6. You
• Waggle MA.3.AR.1.2 may use models, number lines, and
equations to represent and solve.

3. How many boys attended

school on Thursday and Friday? Harrison School
Attendance

4 Elaborate
196 boys
Day Boys Girls
Monday 92 104
4. How many girls attended
school on Monday and Tuesday? Tuesday 101 96

On Your Own 200 girls

Wednesday 105 93

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Creatas/Jupiterimages/Getty Images

Thursday 99 102
If students complete the checked problems 5. WRITE Math How many students Friday 97 103
correctly, they may continue with the On Your attended school on Tuesday and on the
Spot
Own section. Wednesday? Explain how you
found your answer.
Have students analyze the table data carefully
to determine if they need the data in the 395 students; Possible explanation: I added 101 and 105 to find the number of boys, 206.
rows, in the columns, or both.
© Houghton Mifflin Harcourt Publishing Company

I added 96 and 93 to find the number of girls, 189. Then I added 206 and 189 to find the
To solve Problems 3–4, students must find the
number of boys or the number of girls who total number of students.

attended school on a given pair of days, so 6. The answer is 201 students. What is the question?
they use the Boys column or the Girls column.
Possible question: How many students attended school on Thursday?

Higher-Order Thinking
Chapter 2 • Lesson 4 59
MTR 5.1 Use patterns and structure.
Problem 5 is a multi-step problem which
3_mflese661030_c02l04.indd 59 12/07/21 8:42 PM
requires students to find the number of Meeting Individual Needs
girls and boys in all who attended school on
Tuesday and Wednesday. So students will use Reteach 2.4 Enrich 2.4
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

MTSS RtI1
CorrectionKey=FL-A CorrectionKey=FL-A

data in both the rows and the columns. They LESSON 2.4 Name
LESSON 2.4

can add in any order.

Name Enrich
Reteach

For Problem 6, students are asked to write a Use Strategies for Addition Musical Math

question when given the answer. They will

You can count by tens and ones to find a sum. Use mental math strategies to solve the problem.

Find 58 + 15. Use this information for 1–3. Use this information for 4–6.
need to find the day on which 201 students Step 1 Count on to the Step 2 Count by tens. Step 3 Then count by
There are 35 more musicians in the The String section of a city
String section of a city Symphony Symphony Orchestra has 10 more
attended school. nearest ten. Start
at 58. Count to 60.
Start at 60.
Count to 70.
ones. Start at 70.
Count to 73.
Orchestra than in its Brass section.
There are 29 musicians in the
musicians playing First and Second
Violins than Violas and Cellos. It
Brass section. has 23 Violas and Cellos.
MTR 2.1 Demonstrate understanding in +2 +10 +3
1 How many musicians are in the 3 How many First and Second

multiple ways. 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 String and Brass sections of the Violins, Violas, and Cellos are in
Symphony Orchestra? the Symphony Orchestra?
Think: 58 + 2 + 10 + 3 = 73
93 56
After students have completed Problems 3–6, So, 58 + 15 = 73.
2 Suppose 2 more musicians 4 Suppose the Symphony
have them write and solve their own multi-
You can also count on by tens first and then by ones.
joined the String section of the Orchestra added 2 Violas and
+10 +5
Symphony Orchestra, and 4 2 Cellos. How many musicians
step word problem using the data in the table. 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73
musicians left the Brass section.
How many musicians would
would be in the String section
of the Symphony Orchestra

As time allows, ask volunteers to share their Think: 58 + 10 + 5 = 73

there be in the String and Brass
sections?
then?

problems and solutions with the class.

So, 58 + 15 = 73.
91 60

1 Count by tens and ones to find 54 + 26. Draw jumps and label
the number line to show your thinking. Possible drawing is given. 5 How do mental math strategies help you solve problems
such as the ones above?
+6 +10 +10
Possible answer: I can use mental math to break apart numbers to make
adding and subtracting easier.
54 60 70 80

Go Online 54 + 26 =
80

8
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
8 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c02r04.indd 8 7/6/21 2:22 PM

3_mflean1822132_c02e04.indd 8 7/6/21 2:19 PM

59 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications

Problem Solving
Fill in the bubble for the correct answer choice. You can use
models, number lines, and equations to represent and solve. Applications
7. The Juice Hut sold 27 blueberry smoothies on Monday and MTR 7.1 Apply mathematics to real-world
25 blueberry smoothies on Tuesday. How many blueberry contexts.
smoothies were sold in all on Monday and Tuesday?
Problem 7 Students use the model of their
A 47 C 60
choice to solve a real-world problem involving
B 52 D 50 addition.
8. There are 198 adults and 124 children visiting a museum. Problem 9 Students must add the number
What is the total number of people visiting the museum? of books collected by Grade 3 and Grade 4
A 432 C 322 before comparing the totals.
B 302 D 424 Problem 10 Students add to find the total
number of lunches. Students who choose A
9. The table shows the number of books third and fourth graders
collected for a book drive. In which week did the students collect
did not regroup ten. Students who choose B
the most books? did not count on all of the ones. Students who
choose D may have counted on too few ones.
Number of Books Collected
Week Grade 3 Grade 4
1 24 31

5 Evaluate Formative
2 38 21
3 29 27 Assessment
4 32 26

A Week 4 C Week 3
I Can
B Week 2 D Week 1
Have students choose two numbers and
© Houghton Mifflin Harcourt Publishing Company then explain to a partner in their own words
10. On Monday, 46 second graders and 38 third graders bought
lunch at school. How many students bought lunch?
how to demonstrate the skill for the I Can
statement.
A 74 B 76 C 84 D 73
I can use strategies to solve addition problems
by... using a number line to count up by tens and ones or
by using bar models.

60 Florida’s B.E.S.T. Go Math! Grade 3

Math Journal WRITE Math
Explain how to use a number line or a bar
model to add 78 + 34.
3_mflese661030_c02l04.indd 60 12/07/21 8:42 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 2 • Lesson 4   60

 CorrectionKey=FL-B

Go Online
LESSON 2.4
Assign digital On Your Own for Name
Practice and Homework
• Built-in student supports Use Strategies for Addition
Go Online
• Actionable Item Reports Interactive Examples
• Standards Analysis Reports
Complete the bar model to represent and solve.
Then complete the equation for the bar model.
Practice and Homework
1. A third-grade class sells 127 tickets to
the school play. A fourth-grade class 127 tickets 134 tickets

Use Strategies for Addition sells 134 tickets. How many tickets do
the two grades sell? tickets
Use the Practice and Homework pages to 127 + _
_ 134 = ■
provide students with more practice of the
261 = ■
_
concepts and skills presented in this lesson.
Students master their understanding as they Problem Solving Real
World
complete practice items and then challenge
their critical thinking skills with Problem Use the table for problems 2–5. You may
Solving. use models, number lines, and equations
to represent and solve.
2. How many picture frames were sold
at the Craft Fair?
180 picture frames

3. How many candles were sold at the Craft Fair Items

Craft Fair? Number Sold
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Samuel Borges/Alamy

Item
196 candles Saturday Sunday
Picture frames 108 72
4. How many flower baskets and candles Flower baskets 95 113
combined were sold on Sunday? Pencil holders 84 75
205 in all Candles 104 92

5. If another 40 pencil holders were sold

after the fair ended, how many pencil
holders were sold in all?
199 pencil holders

Chapter 2 • Lesson 4 61

3_mflese661030_c02p04.indd 61 12/07/21 8:21 PM

61 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
6. Beth reads 45 pages of a book in one 7. A museum has 165 oil paintings and students in previously taught concepts and to
week and 66 pages the following 128 watercolor paintings. How many
promote content retention.
week. How many pages does Beth paintings does the museum have
read in all? in all?
A 100 A 383
B 101 B 283
C 90 C 293
D 111 D 193
8. Pieto collects 89 bottles for recycling 9. Mrs. Pollick’s classroom has 135
day. Ming collects 68 bottles. What is fiction books and 98 nonfiction
the total number of bottles that the books. Mr. Walter’s classroom has 29
children collect? fewer books. How many books are in
Mr. Walter’s classroom?
A 147
A 194
B 117
B 204
C 157
C 233
D 114
D 262

Spiral Review
10. How many numbers between 10 11. List the even numbers between
and 30 have digits that have a sum 50 and 64.
of five?
© Houghton Mifflin Harcourt Publishing Company

2 52, 54, 56, 58, 60, 62

62 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c02p04.indd 62 12/07/21 8:21 PM

Chapter 2 • Lesson 4   62

LESSON
2.5 Lesson at a Glance
Use Properties to Add

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including I can add more than two addends.
using a standard algorithm with procedural fluency.
Learning Goal
Mathematical Thinking & Reasoning Standards
Use the Commutative and Associative Properties of Addition
● MTR.3.1 Complete tasks with mathematical fluency.
to add more than two addends.
● MTR.4.1 Engage in discussions on mathematical thinking.
● MTR.5.1 Use patterns and structure.
Language Objective
● MTR.7.1 Apply mathematics to real-world contexts.
Students listen for accuracy as a partner explains how you
can add more than two addends.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.1 Add and subtract ● MA.4.NSO.2.7 Explore the addition and
two whole numbers with sums up to multi-digit whole numbers including using subtraction of multi-digit numbers with
1,000. Explore the subtraction of a whole a standard algorithm with procedural decimals to the hundredths.
number from a whole number, each no fluency.
larger than 1,000.

ABOUT THE MATH

Why Teach This

In this lesson, students will learn the Associative Property of Addition, which states that you can add numbers in
of Addition and how it can be used to help add more than any order and get the same sum. Students apply both of
two addends. Students learn with this property that you these properties, as well as strategies of making a ten and
can group addends in different ways and still get the same making doubles, to help add.
sum. When adding three addends, students find that they With these experiences, students are able to see that the
can group addends in ways different from the order given. order of adding addends, or parts of addends, is flexible.
The Associative Property of Addition is a growth in
students’ earlier learning of the Commutative Property

For more professional learning,

63A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 2.5 with the Interactive Student
Andy sees a computer printer with a price of $115. What Edition
is the price of the computer printer rounded to the
nearest ten?
$120
I Can Objective
I can add more than two addends.

Vocabulary Making Connections

• Interactive Student Edition Invite students to talk about adding whole
• Multilingual Glossary numbers.
• How do you add whole numbers? Line up the
Vocabulary Builder digits in each number by their place value,
starting with the ones place.
Materials Word Web (see eTeacher Resources)
• What do you do when the sum of the digits in a
Word Web Lead a discussion to complete the parts of a place is greater than 9? You regroup in the next
Word Web graphic organizer for the term Associative place to the left.
Property of Addition. Students should brainstorm words that
help define the term, or give examples of the definition. • How can you check that your sum is reasonable?
Estimate by using rounding or compatible
numbers.

Learning Activity
Associative Property Three friends count prairie dog holes. They count
of Addition 34, 16, and 29 holes. How can they find the total
number of holes?
You can group addends
in any way to add. • What information are you given in this
1 + 3 + 2 = 1 + (3 + 2) problem? Friends are counting prairie dog holes.
• How many prairie dog holes did each of the
friends count? 34, 16, 29

FOCUSING ON THE WHOLE STUDENT

Supporting All Learners

Explain to students that a Farmer’s Market is a community
marketplace where local farmers bring items that
they grow or make to sell. Invite students to share any
experiences they have had with a Farmer’s Market. What
things did they see for sale? What items would they be
interested in growing or making?

Chapter 2 • Lesson 5   63B

 CorrectionKey=FL-B

LESSON 2.5 CHAPTER 2

Name Lesson 5
2 Explore
Florida’s B.E.S.T.
Use Properties to Add ● Number Sense & Operations 3.NSO.2.1
● Mathematical Thinking & Reasoning
I Can add more than two addends. MTR.3.1, MTR.4.1, MTR.5.1, MTR.7.1

CONNECT You have learned the Commutative

Real
Unlock the Problem World Property of Addition. You can add two or more
numbers in any order and get the same sum.
Math Idea
You can change the
order or the grouping of
Discuss the Associative Property of Addition. 16 + 9 = 9 + 16 the addends to make
Help students see that they may group the The Associative Property of Addition states that
combinations that are
easy to add.
addends, including just the ones digits or just you can group addends in different ways and still
the tens digits, in any way to add. Point out get the same sum. It is also called the Grouping
the parentheses in the example. Tell students Property.
that the parentheses show the grouping of (16 + 7) + 23 = 16 + (7 + 23)
addends, and that those numbers within the
parentheses should be added first.
UNLOCK the Problem Real
• In Step 2, why is it helpful to group the World

8 and 2 first to add the ones? Possible answer: Mrs. Gomez sold 23 cucumbers, 38 tomatoes,
and 42 peppers at the Farmers’ Market. • Will the sum be closer
8 and 2 make a ten; then I can just add 3 to 10. to 90 or 100?
How many vegetables did she sell in all?
MTR 5.1 Use patterns and structure. Math Talk: First, I added closer to 100
Find 23 + 38 + 42. 8 ones and 2 ones to make
• Why does the Associative Property of a ten. Next, I added 3 ones. Then, I added 1 ten and 4 tens,
Addition help you add? Possible answer: I can © Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Digital Vision/Getty Images
and added 2 tens and 3 tens to make the doubles 5 tens
Look for an easy way to add. and 5 tens.
change the grouping of addends to make them easier STEP 1 Line up the numbers STEP 2 Group the ones to STEP 3 Group the tens to
to add. by place value. make them easy to add. make them easy to add.

MTR 4.1 Engage in discussions on Think: Make a ten. Think: Make doubles.

mathematical thinking. 1 1
23 23 5 5 23

Math
38 38 38
10
Use Math Talk to have students +42
_ +42
_ +42
_
Talk share their different methods 3 103

for grouping the digits. Emphasize the idea Math MTR Engage in discussions on
that various ways to group the addends are 23 + 38 + 42 = __
103 Talk 4.1 mathematical thinking.
Explain how to group the
possible, and the sum remains the same. So, Mrs. Gomez sold __
103 vegetables in all. digits to make them easy
to add.
MTR 3.1 Complete tasks with mathematical
fluency. Go Online For more help Chapter 2 • Lesson 5 63

• Albert adds 7 and 3 first and then adds 8.

If you add 3 and 8 first and then add 7, will 3_mflese661030_c02l05.indd 63 12/07/21 8:20 PM

you get the same answer? Explain. Yes, the Multilingual Support
Associative Property of Addition explains that numbers
can be grouped in different ways and have the same sum. STRATEGY: Restate
Read the definition of the Associative Property of Addition.
• Provide manipulatives to solidify understanding and then
demonstrate with a sample equation.
• Help students verbalize the definition by providing a sentence
frame such as The Associative Property of Addition says that
(5 + 9) + 11 = _____. I can regroup ____ and ____ to get the same
answer. When I group the addends this way, it is ____ + ____.
I can compute that mentally.

Go Online
Video Tutorials and
Interactive Examples

63 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Example Use properties to find 36 + 37 + 51.

STEP 1 Line up the STEP 2 Change the grouping. STEP 3 Add.
Example
numbers by place value.
Think: Adding 37 + 51 first
For this example, work through the steps for
would be easy because there is changing the grouping of the addends
no regrouping needed.
without adding ones and tens separately.
36 36 1 • Why are 37 and 51 easy to add? Possible
37 37 36
88 answer: You can just count on by tens and ones to add
+51
_ +51
_ +88
_
the number. There is no regrouping.
124
So, 36 + 37 + 51 = __
124 .
Try This!
Try This! Use properties to add. Tell students that they can choose any
property that is easy for them and efficient.
A Find 11 + 16 + 19 + 14. B Find 17 + (33 + 45). Point out the parentheses in the problem in
Think: Use the Commutative Property Think: Use the Associative Property Example B.
of Addition to change the order. of Addition to change the grouping.
• Why is it possible to change the order in
11 11 which you add the addends even though
10 17
16 → 19 50 the parentheses show two of the addends
19 16 33 50
+ 14 + 14 10 +45
_ → +_
45 grouped together? Possible answer: The
_ _
Associative Property of Addition says that I can group
60 95
Math MTR Engage in discussions on
the addends in any order, and the sum stays the same.
Talk 4.1 mathematical thinking.
Share and Show Math
Board
Explain how the Commutative
and Associative Properties of
Addition are alike and how
1. Find the sum. Write the addition property they are different.
you used. Math Talk: Possible explanation: The Commutative Property changes the order
of two addends.
3 Explain
STEP 1 STEP 2 STEP 3 STEP 4

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Math
46 55 55
55
Share and Show Board
55 46 46
+24
_ + 24 +24
_
70 +70
_ The first problem connects to the learning
__
model. Have students use the MathBoard to
125
explain their thinking.
Commutative
__ Property of Addition Associative Property of Addition
__
The Associative Property changes the grouping of three addends. They are alike because you MTR 4.1 Engage in discussions on
get the same sum if you reorder or regroup.
mathematical thinking.
64 Florida’s B.E.S.T. Go Math! Grade 3

Use Math Talk to focus on students’ Math

3_mflese661030_c02l05.indd 64 12/07/21 8:20 PM understanding of the similarities Talk
and differences between the Commutative and
Associative Properties of Addition.
Ready for More Logical/Mathematical
Individual/Partners
• The equation (8 + 5) + 7 = (7 + 5) + 8 is
• Have students find one way to use the an example of which property? Both the
Associative Property to find the sum for the Associative Property of Addition and the Commutative
problem below, and then a way to use the Property of Addition
Commutative Property to find the sum in a
different way: Common Errors
Common Errors
36 + 34 + 3 + 27 + 14 = _______________.
Error Students may change the order of
Associative Property Commutative Property addends, without finding an easier way to add.
(36 + 34) + (3 + 27) + 14 36
14 > 50
70 + 30 + 14 = 114
3 30 Example Students f ind 14 ∙ 49 + 36
27 > using (36 + 49) + 14.
+ 34
114
Springboard to Learning Remind students
that the goal of using properties to add is to
• Have students share their strategies with help make adding easier. Have them write
a partner. Have them discuss whether the each addend on a separate index card. Have
groupings they used are similar or different. them move the cards around until they notice
two addends that are easy to add mentally.

Chapter 2 • Lesson 5   64

 CorrectionKey=FL-B

Name

Use the checked problems for Quick Check. Strategies will vary.
Students should show their answers for the Use addition properties and strategies to find the sum. Check students’ work.
Quick Check on the MathBoard. 2. 13 + 26 + 54 = _
93 218
3. 57 + 62 + 56 + 43 = _

Quick MTSS RtI

Quick Check
Check MTSS RtI
If
If a student misses the checked
problems
On Your Own
Strategies will vary.
Then Differentiate Instruction with Use addition properties and strategies to find the sum. Check students’ work.
• Reteach 2.5 149
4. 18 + 39 + 32 = _
89 5. 13 + 49 + 87 = _
• Waggle MA.3.NSO.2.1

4 Elaborate
6. There was a food drive at the school 7. Mrs. Jackson and Mrs. Reed each
On Your Own fair. Two local grocery stores each
donated 75 boxes of pasta and 30 cans
brought 25 packages of cups,
32 packages of plates, and 25 packages
If students complete the checked problems of soup. How many packages of food of napkins for the school picnic. How
correctly, they may continue with the On Your did both stores donate altogether? many packages of paper goods did
Own section. the two mothers bring to the school
picnic?
In Problems 4–5, students may choose any
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

property or strategy to help find each sum. 210 164

Tell students that if at first they do not find
8. Change the order and the grouping of the addends so that
a different grouping or order to add the you can use mental math to find the sum. Then find the sum.
numbers, they should try to look at the ones
136
43 + 39 + 43 + 11 = _
digits, or the numbers as a whole, to find
whether a different order helps. 43 + _
_ 39 + _
43 + _ 11 = _
136

Chapter 2 • Lesson 5 65

3_mflese661030_c02l05.indd 65 12/07/21 8:20 PM

Meeting Individual Needs

Reteach 2.5 Enrich 2.5
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

MTSS RtI1
CorrectionKey=FL-A CorrectionKey=FL-A

LESSON 2.5 LESSON 2.5

Name Name
Reteach Enrich

Use Properties to Add Properties on Parade

You can use addition properties and strategies Use addition properties to find the unknown numbers.
to help you add. Write the property that you used.

Find 3 + 14 + 21. Find 7 + (3 + 22). 1 (■ + 7) + 30 = 47 2 (44 + 8) + 52 = ■ + (■ + 52)

The Commutative Property of The Associative Property of Addition 10; Associative Property of 44, 8; Associative Property of
Addition states that you can add states that you can group addends
numbers in any order and still get the in different ways and still get the Addition Addition
same sum. same sum.
3 (96 + 7) + 73 = ■ + (■ + 73) 4 (9 + 17) + ■ = 59
Step 1 Look for numbers that are easy Step 1 Look for numbers that are easy
to add. to add. 96, 7; Associative Property of 33; Associative Property of
Think: Make doubles. Think: Make a ten. 7 + 3 = 10
3 + 1 = 4 and 4 + 4 = 8 Addition Addition

Step 2 Use the Commutative Property Step 2 Use the Associative Property 5 (■ + 3) + 75 = 98 6 5 + ■ + 65 = 89
to change the order. to change the grouping.
7 + (3 + 22) = (7 + 3) + 22 20; Associative Property of 19; Commutative and Associative
3 + 14 + 21 = 3 + 21 + 14
Step 3 Add. Addition Properties of Addition
Step 3 Add.

3 + 21 + 14 = 24 + 14 (7 + 3) + 22 = 10 + 22
7 Explain how using addition properties can
24 + 14 = 30 + 8 10 + 22 = 32
make adding easier.
So, 3 + 14 + 21 = 38. So, 7 + (3 + 22) = 32.
Possible explanation: you can use the addition properties to regroup or
reorder numbers so that numbers that are easy to add mentally are next to

Use addition properties and strategies to find the sum. Strategies will vary. one another.

1 2 + 15 + 8 = 25 2 19 + 36 + 1 = 56

3 25 + 44 + 5 = 74 4 12 + 36 + 18 + 14 = 80

Go Online 5 23 + 14 + 23 = 60 6 11 + 15 + 19 + 14 = 59

9
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
9 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c02r05.indd 9 7/6/21 2:21 PM

3_mflean1822132_c02e05.indd 9 7/6/21 2:19 PM

65 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World
Problem Solving Real
9. Mr. Arnez bought 32 potatoes, 29 onions, 31
Applications World
tomatoes, and 28 peppers to make salads for
his deli. How many vegetables did he buy? MTR 7.1 Apply mathematics to real-world
120 vegetables contexts.
In Problem 9, guide students to pair the
10. A local community donated books to a number 32 with 28 and the number 29 with
school to sell at the school fair. On Wednesday, 31, and then find the sum of both numbers to
74 books were donated. On Thursday, 62 books were get the total number of vegetables.
donated. On Friday, 36 books were donated. Were more books
donated on Wednesday and Thursday or on Thursday and Friday?
Wednesday and Thursday
Higher-Order Thinking
11. What is the unknown number? Which property did MTR 5.1 Use patterns and structure.
you use?
Problem 11 requires students to use higher-
(■ + 8) + 32 = 49 order thinking to find an unknown number
9; Associative Property of Addition to complete the equation. Remind students to
think of the strategies they have been using
12. Change the order or grouping to find the sum.
Explain how you used properties to find the sum. on the to add.
Spot Problem 13 Students who select Yes for
63 + 86 + 77

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Brand X Pictures/Getty Images
any problems other than 13a may not
Possible explanation: First, I used the Commutative Property of
remember that the Associative Property
Addition to change the order of 63 and 86 to get 86 ∙ 63 ∙ 77. Next,
indicates grouping. Have students explain in
I added 63 and 77 to get 140. Then, I added 86 and 140 to get 226. their own words what each equation shows
about addition. 13b shows the Commutative
13. For problems 13a–13d, choose Yes or No to tell whether Property; 13c shows the Identity Property; 13d
the equation shows the Associative Property of Addition.
shows the number written as the sum of tens
13a. (86 + 7) + 93 = 86 + (7 + 93) ● Yes ● No and ones.
13b. 86 + 7 = 7 + 86 ● Yes ● No

13c. 86 + 0 = 86 ● Yes ● No

13d. 86 = 80 + 6 ● Yes ● No 5 Evaluate Formative

Assessment

66 Florida’s B.E.S.T. Go Math! Grade 3

I Can
3_mflese661030_c02l05.indd 66 24/08/21 8:07 PM
Have students describe to a partner how to
DIFFERENTIATED INSTRUCTION • Independent Activities explain the I Can statement.
I can add more than two addends by . . . using
the Associative Property of Addition to group the addends,
Grab
TM

and or group the ones or the tens to make them easier to add.

Version 2.0
Differentiated Centers Kit Math Journal WRITE Math
Give an example of an addition problem
in which you would group the addends
Tabletop Flipchart Readers differently to add. Explain.
Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 2 • Lesson 5   66

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 2.5
Practice and Homework
• Built-in student supports Use Properties to Add
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Use addition properties and strategies to find
the sum.
Practice and Homework
1. 34 + 62 + 51 + 46 = _
193 2. 27 + 68 + 43 = _
138

Use Properties to Add 34

46
10
10
62
Use the Practice and Homework pages to +51
_
provide students with more practice of the 193
concepts and skills presented in this lesson. 3. 42 + 36 + 18 = _
96 4. 74 + 35 + 16 + 45 = _
170
Students master their understanding as they
complete practice items and then challenge
their critical thinking skills with Problem Real
Solving. Use the Write Math section to Problem Solving World
determine students’ understanding of content 5. A pet shelter has 26 dogs, 37 cats, and 6. The pet shelter bought 85 pounds of
for this lesson. Encourage students to use their 14 gerbils. How many of these animals dog food, 50 pounds of cat food, and
Math Journals to record their answers. are in the pet shelter in all? 15 pounds of gerbil food. How many
pounds of animal food did the pet
shelter buy?

77 animals 150 pounds

7. WRITE Math Give an example of an addition problem

© Houghton Mifflin Harcourt Publishing Company

in which you would group the addends differently to add.

Explain.
Check students’ work.

Chapter 2 • Lesson 5 67

3_mflese661030_c02p05.indd 67 12/07/21 8:21 PM

PROFESSIONAL
DEVELOPMENT MATHEMATICAL THINKING AND REASONING

MTR 4.1 Engage in discussions on mathematical thinking. • Display the following examples:
In this lesson, students have opportunities to apply 36 + 12 + 78 = 126
understanding of addition properties to enable them to 57 + 29 + 23 = 109
compute more accurately and efficiently.
35 + 28 + 42 = 105
Students apply properties involving changing the order
• Direct students to find a way to order or group the
or the grouping of addends to find that the sum stays the
addends in each number sentence that is most efficient
same.
for them to find the sum.
Depending on the numbers being added, students may
• Ask students to share their methods and explain why
choose a particular order in which to group and add the
they chose that method. Have them explain why it is
numbers and find it is a more efficient way to add.
more efficient to change the order or grouping of the
Tell students they may choose any order in which to add addends than to use an algorithm to add.
the addends, and sometimes one order, depending on the
numbers, may be more efficient than another order to
add mentally.

67 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
8. At summer camp, there are 52 boys, 9. At camp, 32 children are swimming, students in previously taught concepts and to
47 girls, and 18 adults. How many 25 are fishing, and 28 are canoeing. promote content retention.
people are at summer camp? How many children are swimming,
fishing, or canoeing?

117 people 85 children

Spiral Review
10. Hiten estimated the width of the door 11. Garth estimated the height of the
to his classroom in feet. What is a door to his classroom in meters.
reasonable estimate? What is a reasonable estimate?

Possible answer: 3 feet Possible answer: 2 meters

12. Jemila’s dog weighs 76 pounds. What 13. Ms. Kirk drove 164 miles in the
is the dog’s weight rounded to the morning and 219 miles in the
nearest ten pounds? afternoon. Estimate the total number
of miles she drove that day.
© Houghton Mifflin Harcourt Publishing Company

80 pounds Possible answer: about 400 miles

68 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c02p05.indd 68 12/07/21 8:21 PM

Chapter 2 • Lesson 5   68

LESSON
2.6 Lesson at a Glance
Estimate Differences

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.1.4 Round whole numbers from 0 to 1,000 to the nearest I can use compatible numbers and rounding to estimate
10 or 100. differences.
● MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including
using a standard algorithm with procedural fluency. Learning Goal
Use compatible numbers and rounding to estimate
Mathematical Thinking & Reasoning Standards differences.
● MTR.1.1 Actively participate in effortful learning.
● MTR.2.1 Demonstrate understanding in multiple ways. Language Objective
● MTR.4.1 Engage in discussions on mathematical thinking. Student partners explain to one another how to use
compatible numbers and rounding to estimate differences.
● MTR.5.1 Use patterns and structure.
● MTR.6.1 Assess reasonableness of solutions. MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.1 Add and subtract ● MA.4.NSO.2.7 Explore the addition and
two whole numbers with sums up to multi-digit whole numbers including using subtraction of multi-digit numbers with
1,000. Explore the subtraction of a whole a standard algorithm with procedural decimals to the hundredths.
number from a whole number, each no fluency.
larger than 1,000.

ABOUT THE MATH

Why Teach This
Estimating differences is an important skill for checking and 284 to estimate 100 as the difference. These numbers,
the reasonableness of an answer or finding an estimated however, would not be compatible if you were adding.
difference. In this lesson, students connect estimating   Actual      Compatible    Rounded to the
a sum by using compatible numbers or rounding to   Numbers     Numbers     Nearest Hundred
estimating a difference.
​    
642​ ​    
650​ ​    
600​
As students recognize the similarities between estimating
− 462
__ 
− 450
__ − 500
__
sums and estimating differences, it is also important for 200 100
them to see how they differ. For example, to estimate
384 − 276, you might use the compatible numbers 384

For more professional learning,

69A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 1 Engage
with the Interactive Student
Edition
DAILY ROUTINES I Can Objective
I can use compatible numbers and rounding to
estimate differences.
Problem of the Day 2.6
There were 418 tickets collected at the Lane Theater Making Connections
before noon. In the afternoon, there were 289 tickets Discuss rounding and compatible numbers.
collected. About how many tickets were collected in all?
about 700 tickets • There are two sections of bushes in a rose
garden. One section has 127 bushes, and the
other section has 229 bushes.
Vocabulary • How would you round each number to the
• Interactive Student Edition nearest hundred? 100 and 200
• Multilingual Glossary • How many bushes would you estimate there are
altogether? about 300 bushes
Fluency Builder • How could you use compatible numbers to get
a more accurate estimate of the total number of
Have students work with a partner to round three-digit
rose bushes in each section? Round 127 to 125
numbers to the nearest ten and then to the nearest
and 229 to 225 to estimate that there are about
hundred.
350 rose bushes.
256 260, 300

408 410, 400 Learning Activity

830, 800 A field has 357 red flowers and 721 yellow flowers.
827 How many more yellow flowers are in the field
119 120, 100 than red flowers?
503 500, 500 • How many red and yellow flowers are there?
680, 700 357 and 721
677
• What are you asked to find? how many more
yellow flowers there are than red flowers

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Remind students about the strategies they used to
estimate sums. Write the following problem on the board:
446 + 298.
Ask students to estimate the sum. Then have volunteers
share their strategies. Some students may use the
compatible numbers 450 and 300 to get an estimate of
750. Other students may round 446 to 400, and 298 to 300
to get an estimate of 700.

Chapter 2 • Lesson 6   69B

 CorrectionKey=FL-B

LESSON 2.6 CHAPTER 2

Name Lesson 6
2 Explore
Florida’s B.E.S.T.
Estimate Differences ● Number Sense & Operations 3.NSO.1.4,
3.NSO.2.1
I Can use compatible numbers and rounding to estimate ● Mathematical Thinking & Reasoning
MTR.1.1, MTR.2.1, MTR.4.1, MTR.6.1
differences.
Real Real
Unlock the Problem World UNLOCK the Problem World
The largest yellowfin tuna caught
Read the problem. Is the yellowfin tuna by fishers weighed 387 pounds. The
• Does the question ask for an exact
answer? How do you know?
heavier or lighter than the grouper? largest grouper caught weighed 436
pounds. About how much more did no; The question asks for about how
MTR 1.1 Actively participate in effortful the grouper weigh than the yellowfin much more.
learning. tuna?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bcr) ©PhotoLink/Photodisc/Getty Images, (tcr) ©Jeff Rotman/ImageBank/Getty Images ©Catmando/Adobe Stock
• Circle the numbers you need to use.
Be sure students understand that the word You can estimate to find about how
about means that the answer to the problem much more.
should be an estimate and not an exact
number. Yellowfin tuna
One Way Use compatible
Also be sure that students know that the numbers.
weight of an object is the measure of how Think: Compatible numbers are numbers that are
easy to compute mentally and are close to
heavy the object is. Tell students that a pound the real numbers.
is a customary unit of measurement for
436 → 425
weight. −387
__ → −375
__
50
One Way
So, the grouper weighed about
Remind students of how they used compatible
numbers to estimate a sum. Now they will _
50 pounds more than the yellowfin tuna. Grouper

extend the strategy to estimating differences.

• How is this method the same as estimating • What other compatible numbers could you have used?
a sum? How is it different? I find the compatible
Possible answers: 420 and 380; 450 and 400; 436 and 400
numbers that are easy to subtract mentally. I may not
use the same numbers as I would use for addition. Try This! Estimate. Use compatible numbers. Possible answers are given.

Try This! A 73 → 75 B 376 → 375

Have students discuss strategies they can use – 22
__ → –_25
_ – 148
__
→ –150
for choosing compatible numbers. 50
225
• Why could you use 25 as a compatible Go Online For more help Chapter 2 • Lesson 6 69
number in Example A and 375 as a
compatible number in Example B? They are
close to the actual numbers and make it easier to 3_mflese661030_c02l06.indd 69 12/07/21 8:44 PM

subtract; I can think of subtracting quarters to help. Multilingual Support

MTR 5.1 Use patterns and structure.
STRATEGY: Restate
• What happens to your estimate if the
weight of the grouper is 446 pounds? Explain that the word about has several meanings. For estimation,
The estimate could remain the same if you use the the word about means more or less.
compatible numbers 450 and 400. • Use about in two different contexts: This lesson has problems
about fish. About how many problems are there?
• Then restate the sentence: More or less, how many problems are
there? Estimate how many problems you see.

Go Online
Video Tutorials and
Interactive Examples

69 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Another Way Use place value to round.

436 – 387 = ■ Another Way
STEP 1 Round 436 to the nearest ten.
In this example, rounding is used to estimate a
difference. Work through the steps to review
Think: Find the place to which you
want to round. Look at the rounding numbers to the nearest ten.
digit to the right.
436 436 → 440
• Why does it make sense to round to
• Look at the digit in the ones place.
−387
__ −
__ the nearest ten rather than the nearest

→
• Since 6 > 5, the digit 3 increases by one.
hundred? Rounding to the nearest hundred would
• Write a zero for the ones place.
be 400 − 400, which would give zero as an estimate.

STEP 2 Round 387 to the nearest ten. • What other way could you have estimated?
• Look at the digit in the ones place.
Possible answer: 436 − 400 = 36
436 → 440
• Since 7 > 5, the digit 8 increases 3 8 7 __
−387 → –
__390
Try This!

→
by one.
• Write a zero for the ones place. After students complete Example A ask:
• To what place did you round? Why? Possible
STEP 3 Find the difference of the rounded answer: I rounded to the nearest hundred, so both
436 → 440
numbers.
−387
__ → –390
__
numbers would be rounded to the same place.
50
• In Example B, which method—rounding
50 .
So, 436 – 387 is about _ numbers to the nearest hundred or
rounding them to the nearest ten—would
Try This! Estimate. Use place value to round. give a difference that is closer to the actual
difference? Explain. the numbers rounded to the
A 761 → 8 0 0 Think: Round both numbers to
nearest ten because they are closer to the real numbers
the same place value.
– 528 → –
__ __500
300 Math Talk: Possible explanation: It is the same • How could you estimate the difference in
because you find compatible numbers to subtract. Example B using compatible numbers?
It is different because you may not use the same
© Houghton Mifflin Harcourt Publishing Company Possible answer: 650 − 300 = 350

© Houghton Mifflin Harcourt Publishing Company

numbers as you would use for addition.
B 642 → 6 0 0 MTR 4.1 Engage in discussions on
Math MTR Engage in discussions on
– 287 → –
__ __300 Talk 4.1 mathematical thinking. mathematical thinking.
300 Describe how estimating

Math
differences is both the
same as and different from
Use Math Talk to help students
estimating sums.
Talk
recognize that there are similarities
70 Florida’s B.E.S.T. Go Math! Grade 3
and differences between estimating differences
and estimating sums.
Common Errors
3_mflese661030_c02l06.indd 70 12/07/21 8:44 PM

Common Errors
Ready for More Visual / Auditory
Partners
Error Students may add the rounded
• Write the following numbers on the board. Possible numbers instead of subtracting them.
answers are given.
Example In Step 3, students may
add 440 and 390 and get 830 as an
100 567 − 483; 825 − 691 answer.
400 890 − 477; 620 − 193 Springboard to Learning Have students
230 743 − 512; 678 − 447 circle the operation sign in the problems
before they complete them.

• Explain that each of the numbers is an estimated

difference for a subtraction problem involving
two 3-digit numbers. The first two estimated
differences were found by rounding to the
nearest hundred. The third was found by
rounding to the nearest ten.
• Challenge students to write at least two
subtraction problems for each number.

Chapter 2 • Lesson 6   70

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board

1. Use compatible numbers to 546 → 550

complete the problem. Then
Math −209 →−
__ 200
Share and Show Board estimate the difference. __
350
MTR 4.1 Engage in discussions on Math Talk: Possible explanation: You can find numbers

mathematical thinking.
that are close to the real numbers and are easy to Math MTR Engage in discussions on
subtract. Then subtract to find the difference. Talk 4.1 mathematical thinking.

Math
Use rounding or compatible numbers to estimate How does rounding help you
to estimate?
Use Math Talk to focus on students’ the difference. Possible answers are given.
Talk understanding of using rounding to
estimate.
2. 57 60 3. 642 640 4. 374 375
– 21
_ – 20 – 137
__ – 140 – 252
__ – 250
• Which strategy gives you a difference that 40 500 125
is closer to the actual difference? Possible
answer: The actual answer is 337, so rounding to On Your Own
the nearest 10 gives a difference closer to the actual Possible answers
difference. Use rounding or compatible numbers to estimate the difference. are given.

Use the checked problems for Quick Check. 5. 67 70 6. 81 80 7. 936 900

Students should show their answers for the – 24
_ – 20 – 39
_ – 40 – 421
__ – 400
Quick Check on the MathBoard.
50 40 500
8. There are 298 students in the third 9. A museum has 324 oil paintings,
Quick MTSS RtI
Quick Check
Check MTSS RtI grade. If 227 students take the bus to
school, about how many students do
227 watercolor paintings, and 158
statues. About how many more oil
not take the bus? and watercolor paintings does the
If museum have than statues?
If a student misses the checked
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

problems about 70 students about 400 more

Then Differentiate Instruction with 10. There are 262 students in the second grade and 298 students
• Reteach 2.6 in the third grade. If 227 students ride their bikes to school,
about how many students do not ride their bikes?
• Waggle MA.3.NSO.2.1 Answers will vary. Possible answers: about 300 students or about 325 students

Chapter 2 • Lesson 6 71

4 Elaborate 3_mflese661030_c02l06.indd 71 12/07/21 8:44 PM

Meeting Individual Needs

Reteach 2.6 Enrich 2.6
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

On Your Own MTSS RtI1

CorrectionKey=FL-A CorrectionKey=FL-A

LESSON 2.6

If students complete the checked problems

LESSON 2.6 Name
Name Enrich
Reteach

­correctly, they may continue with the On Your Estimate Differences Estimating Pocket Change
Own section. You can use what you know about estimating sums
to estimate differences.
Charlie has a pair of pants with six different pockets labeled
A to F. Each pocket has a card for a number of coins inside.
The list below shows the number hidden in each pocket.
MTR 2.1 Demonstrate understanding in Estimate. Use compatible numbers.
73 − 47 = ■ Pocket

multiple ways.
A = 394
Think: Compatible numbers 73 75
B = 147 A B
are easy to subtract. −
_ 47 −
_ 50
25 C = 610
When students have completed Problem 10, So, 73 − 47 is about 25.
Another way to estimate is to round to the
D = 198
E
C D

F Estimates will vary. Possible

have them choose another way to estimate

E = 782
same place value. answers are given.
F = 336
Estimate. Round each number to the nearest

the difference. Then have them compare the hundred. 687 − 516 = ■
Step 1 Look at the digit to the right of the
Estimate the difference.
650 300
1 Pocket E − Pocket B = 2 Pocket C − Pocket F =
estimated differences. hundreds place.
• 8 > 5, so the digit in the hundreds 687 700
3 Pocket A − Pocket B = 250 4 Pocket A − Pocket F = 100
place increases by 1.
• 1 < 5, so the digit in the hundreds − 516 − 500 5 Pocket D − Pocket B = 50 6 Pocket E − Pocket D = 600
place stays the same. 200
Possible answers 7 For Exercise 5, 8 Stretch Your Thinking
Step 2 Write zeros for the tens and ones places.
are given. Tom estimates 100 coins and Charlie has two back pockets
So, 687 − 516 is about 200.
Nina estimates 50 coins. Whose with numbers for coins in each
estimate is closer to the exact pocket. The difference between
answer? Explain. the numbers is about 150. What
Use rounding or compatible numbers to estimate the difference.
Nina’s answer; possible numbers could he have in each
1 92 90 2 271 270 3 517 500
pocket? Explain.
− 43 − − 152 − 249 250 explanation: 147 is very close to
40 − 150 − Answers will vary. Accept
50 120 250 150 and 198 is very close to 200.
any answer with an
445 450 92 90 776 800 So, Nina might have estimated
4 5 6 estimated difference of

Go Online − 112 − 100 − 65 − 70 − 384 − 400 200 − 150 = 50.

150, such as 749 − 598.
350 20 400

10
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
10 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c02r06.indd 10 7/6/21 2:21 PM

3_mflean1822132_c02e06.indd 10 7/6/21 2:19 PM

71 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World
Problem Solving Real
Use the table for problems 11–13.
Applications World
11. MTR Melissa said the estimated difference Largest Saltwater
between the weight of the Pacific halibut and Fish Caught
the yellowfin tuna is zero. Do you agree or
disagree? Explain.
Type of Fish Weight in Pounds Higher-Order Thinking
Pacific
I disagree. The difference is about 50 pounds. halibut
459
MTR 6.1 Assess reasonableness of solutions.
Conger
Possible explanation: 459 is about 450 and 387 eel
133
Problem 11 requires students to determine
rounds to 400. 450 − 400 = 50
Yellowfin
387 if the estimated difference is correct.
tuna
Have students discuss how to estimate the
12. The answer is about 500 pounds. What is the
difference and explain when an estimated
question?
Show the Math difference might be zero.
Possible question: About how much do the Demonstrate Your Thinking
yellowfin tuna and conger eel weigh altogether?
MTR 4.1 Engage in discussions on
mathematical thinking.
13. About how much more is the total weight
on the
Problem 14 Students must be able to
of the Pacific halibut and conger eel than
the weight of the yellowfin tuna? Explain. Spot estimate a difference. Some students may
Possible answer: need help in using the numbers in the
about 200 pounds; Possible explanation: I can add
problem to step through the process and
the compatible numbers 450 and 150 to estimate the record their reasoning. Students’ explanations
total weight of the Pacific halibut and conger eel as should include methods for rounding to the
nearest hundred.
600 pounds, then subtract 400 for the yellowfin tuna.

14. A total of 907 people went to a fishing tournament. Of

these people, 626 arrived before noon. Alina estimates
that fewer than 300 people arrived in the afternoon. How © Houghton Mifflin Harcourt Publishing Company
5 Evaluate Formative
Assessment
did she estimate? Explain.
Possible explanation: She rounded to the nearest hundred. First, she rounded

907 to 900 and rounded 626 to 600; then, she subtracted, 900 − 600 = 300.
I Can
Have students work with partners to describe
to one another how to explain the I Can
statement.
72 Florida’s B.E.S.T. Go Math! Grade 3 I can use compatible numbers and rounding
to estimate differences by . . . finding numbers
that are close to the real numbers and are easy to subtract.
3_mflese661030_c02l06.indd 72 12/07/21 8:44 PM
Then I can subtract to estimate the difference. Or, I can
DIFFERENTIATED INSTRUCTION • Independent Activities round the numbers to the same place value and subtract
the rounded numbers to get an estimate.

Grab
TM

and
Math Journal WRITE Math
Version 2.0
Explain how to estimate 586 − 321 two
Differentiated Centers Kit different ways.

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 2 • Lesson 6   72

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 2.6
Practice and Homework
• Built-in student supports Estimate Differences
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Use rounding or compatible numbers to estimate the
difference. Possible answers are given.
Practice and Homework
1. 40 40 2. 762 800 3. 823 800
−
__13 − 10 −
__332 − 300 −
__242 − 250
Estimate Differences __
30
__
500
__
550
Use the Practice and Homework pages to
provide students with more practice of the 4. 98 100 5. 287 300 6. 359 350
concepts and skills presented in this lesson. −
__49 − 50 −
__162 −
__200 − 224
__ − 225
__ __
Students master their understanding as they 50 100 125
complete practice items and then challenge
their critical thinking skills with Problem 7. 771 − 531 8. 299 − 61
Solving. Use the Write Math section to
determine students’ understanding of content 775 − 550 = 225 300 − 60 = 240
for this lesson. Encourage students to use their
Math Journals to record their answers. Problem Solving Real
World
Possible answers are given.

9. Ben has a collection of 812 stamps. 10. Shina’s bakery sold 284 loaves of bread
He gives his brother 345 stamps. in September. In October, the bakery
About how many stamps does Ben sold 89 loaves. About how many more
have left? loaves of bread did Shina’s bakery sell
in September than in October?

about 450 stamps about 200 loaves of bread

© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Explain how to estimate 586 − 321

two different ways.

Check students’ work.

Chapter 2 • Lesson 6 73

3_mflese661030_c02p06.indd 73 12/07/21 8:21 PM

CROSS-CURRICULAR

SCIENCE SOCIAL STUDIES

• Some stars, like the North Star, look brighter than • The United States consists of 5 regions—the
others. The sun is the brightest star that we can see Northeast, Southeast, Midwest, Southwest, and West.
from Earth. • Delaware and Rhode Island are the smallest states.
• At night, some planets glow like stars, but they don’t They are both located in the Northeast region.
twinkle. You can see Venus and Mars from Earth, and • The highest point in Rhode Island is at an elevation
sometimes you can see Mercury through a telescope. of 812 feet above sea level. The highest point in
• One year on Earth is 365 Earth days long. One year on Delaware is at an elevation of 448 feet above sea
Venus is about 224 Earth days long. About how much level. About how many feet taller is the highest point
longer is a year on Earth than a year on Venus? Possible in Rhode Island than the highest point in Delaware?
answer: about 150 days Possible answer: about 350 feet

73 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
12. Jorge has 708 baseball cards and 13. Danika is making necklaces. students in previously taught concepts and to
394 basketball cards. About how She has 512 silver beads and promote content retention.
many more baseball cards than 278 blue beads. About how
basketball cards does Jorge have? many more silver than blue
beads does Danika have?

Possible answer: about 300 cards Possible answer: about 200 beads

Spiral Review
14. A store manager ordered 15. Latif collected 129 seashells at the
402 baseball caps and 122 ski caps. beach. What is 129 rounded to the
Estimate the total number of caps the nearest ten?
manager ordered.

Possible answer: about 500 caps 130

16. Find the sum. 17. Julie made $22, $55, $38, and
$25 babysitting. How much did
she make babysitting?
585
© Houghton Mifflin Harcourt Publishing Company
+
__346
931

$140

74 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c02p06.indd 74 12/07/21 8:21 PM

Chapter 2 • Lesson 6   74

LESSON
2.7 Lesson at a Glance
Use Strategies for Subtraction

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.1.2 Solve one- and two-step real-world problems involving I can use strategies to solve subtraction problems.
any of four operations with whole numbers.
● MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including Learning Goal
using a standard algorithm with procedural fluency. Use number lines and bar models to solve subtraction
problems.
Mathematical Thinking & Reasoning Standards
● MTR.1.1 Actively participate in effortful learning. Language Objective
● MTR.2.1 Demonstrate understanding in multiple ways. Students describe to a partner how to use number lines and
● MTR.7.1 Apply mathematics to real-world contexts. bar models to solve subtraction problems.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.AR.1.1 Solve one- and two-step ● MA.3.AR.1.2 Solve one- and two-step ● MA.4.AR.1.2 Solve real-world problems
addition and subtraction real-world real-world problems involving any of four involving addition and subtraction of
problems. operations with whole numbers. fractions with like denominators, including
mixed numbers and fractions greater
than one.

ABOUT THE MATH

Students have used number lines and bar models to solve When working with a bar model, students will see how
addition problems. In this lesson, students use number lines the two parts combine to make a whole and will solve to
and bar models to solve subtraction problems. find the missing part.
When working with a number line, students will be shown
how to count up by tens and ones or how to count back to
take away tens and ones.

For more professional learning,

75A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 1 Engage
with the Interactive Student
Edition
DAILY ROUTINES I Can Objective
I can use strategies to solve subtraction problems.
Problem of the Day 2.7 Making Connections
Mark has 5 more red balloons than yellow balloons. He Invite students to tell you what they know about
has 17 balloons altogether. How many yellow balloons subtraction.
does Mark have? 6 yellow balloons
• What are clues in a word problem that tell you to
subtract? difference, how much more, minus
Vocabulary
• Interactive Student Edition • What is another way to describe the difference of
two numbers? the space between the numbers
• Multilingual Glossary
on the number line

Fluency Builder Learning Activity

The first-place winner throws the disc 248 meters
Practice addition facts including finding the missing
and the second-place winner throws it 183 meters.
addend. Have students fill in the missing number.
How much farther did the first-place winner throw
8 + 4 = ? 12 the disc?
3+5=? 8 • How many meters did the first-place winner
2 + 9 = ? 11 throw the disc? 248 meters

4+3=? 7 • How many meters did the second-place winner

throw the disc? 183 meters
?+7=9 2
• What is the problem asking for? the difference
? + 5 = 11 6 of the two lengths
?+3=6 3 • What operation will you need to use to solve
? + 7 = 15 8
Common
the problem? Errors
subtraction

4+?=8 4
2+?=6 4 Common Errors
1+?=9 8
Error Students may incorrectly label the
5 + ? = 13 8 boxes in a bar model.
Example To solve 72 − 39, students
draw bar models and label the
shorter box 72 and the longer box 39. ​
FOCUSING ON THE WHOLE STUDENT Springboard to Learning Remind students
that the longer box represents the greater
Access Prior Knowledge number.

Choose one or more of the following activities.

• Have students describe what it means to be curious
about something. Have students create a list of
mathematical concepts or topics they may be curious
about.
• Have students brainstorm and discuss subtraction
strategies they have already learned with a partner.

Chapter 2 • Lesson 7   75B

 CorrectionKey=FL-B

LESSON 2.7 CHAPTER 2

Name Lesson 7
2 Explore
Florida’s B.E.S.T.
Use Strategies for Subtraction ● Algebraic Reasoning 3.AR.1.2
● Number Sense & Operations 3.NSO.2.1
I Can use strategies to solve subtraction problems. ● Mathematical Thinking & Reasoning
MTR.1.1, MTR.2.1, MTR.7.1

Real
Unlock the Problem World UNLOCK the Problem Real
World
Tell students that they will learn two A sunflower can grow to be very tall. Dylan is
strategies to subtract greater numbers: using 39 inches tall. She watered a sunflower that
a number line to count up or take away and grew to be 62 inches tall. How many inches
using a bar model. They will also complete an shorter was Dylan than the sunflower?
equation to represent each problem.
One Way Use a number line to find 62−39.
One Way A Count up by tens and then ones. B Take away tens and ones.

MTR 1.1 Actively participate in effortful Think: Start at 39. Count up to 62. Think: Start at 62. Count back 39.
learning. + 10 + 10 +3 − 7 − 2 − 10 − 10 − 10
Discuss the strategy of using a number line
to count up by tens and ones or take away 39 49 59 62 23 30 42 52 62
tens and ones. Review the terms backward 32
and forward, and model how to move on the Add the lengths of the jumps to find Take away lengths of jumps to end
number line in each direction. Discuss how to the difference. on the difference.
start at 39 on the number line and count up to 10 + 10 + 3 = _
23
62 and how to start at 62 and take away 39.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Echo/Getty Images

Complete the equation. 62 − 39 = _

23
• How is subtracting on a number line like So, Dylan was _
23 inches shorter than the sunflower.
subtracting on a hundred chart? Possible
answer: They both show numbers in order and help me
count by tens. Try This! Find 74−38. Draw jumps and label the number Possible drawing and
line to show your thinking. Then complete the equation. labels are shown.
• Compare the two number lines. Explain
where the answer is on each one. Possible −4 −4 − 10 − 10 − 10
explanation: In A, you have to add the lengths of the
jumps to find the difference, 23. In B, you jump back to 36 40 44 54 64 74
end on the difference, 23.
So, 74 − 38 = _
36 .
Try This!
Read the problem together. Discuss the kind Go Online For more help Chapter 2 • Lesson 7 75
of number line showing open spaces. Students
should remember using a number line like
this with addition strategies. Remind students 3_mflese661030_c02l07.indd 75 13/07/21 11:23 AM

that their number line increments do not need

to be exact, and all tick marks need not be
shown.
Multilingual Support
STRATEGY: Model Concepts
• As you discuss the Unlock the Problem page, draw a number line
on the board and invite a student to come to the board. Have the
student illustrate the jumps from number to number as the class
counts up and back by tens and ones.
• Have the class describe what each jump means and record the
counting up or counting back to find the difference.
• Use this strategy to model other problems as you discuss them.
Have students decide if they should count up or count back to
find the difference. Ask why they would use one method over the
other.

Go Online
Video Tutorials and
Interactive Examples

75 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Another Way Use bar models to solve a subtraction problem.

Another Way
At Mr. Cruz’s vegetable farm, there are 348 tomato plants.
There are 136 fewer pepper plants than tomato plants. There MTR 2.1 Demonstrate understanding in
are 92 fewer carrot plants than pepper plants. How many multiple ways.
carrot plants are at the farm?
Have students read the problem. Make sure
STEP 1 Complete the bar model
tomato 348 plants they understand that this is a two-step problem.
to find the number of
pepper plants. For Step 1, ask:
Complete the equations. pepper 136 plants • Does Mr. Cruz have more tomato plants
_
348 − _
136 = ■ _
212 = ■ plants or more pepper plants? How does the bar
model show this? tomato plants; The box for
STEP 2 Complete the bar model tomato is longer.
pepper 212 plants
to find the number of
carrot plants.
• How does the bar model help you solve the
carrot 92 plants first step of the problem? Possible answer: It
Complete the equations.
shows that the unknown part is the difference between
_
212 − _
92 = ▲ _
120 = ▲ plants the number of tomato plants and the number of pepper
120 carrot plants at the farm.
So, there are _ plants.
• What numbers do you need to subtract?
I need to subtract 136 from the number of tomato
plants, 348.
Share and Show Math
Board
For Step 2, ask:
1. Yumi has 61 plant stickers. She has 24 fewer flower Possible drawings and labels
stickers than plant stickers. How many stickers does are shown. • Does Mr. Cruz have more pepper plants
Yumi have in all? Use the number lines to represent and or more carrot plants? How does the bar
solve. Then complete the equations.
model show this? pepper plants; The box for
−4 − 10 − 10
pepper is longer.
61 − 24 = _
37 • How does the bar model help you solve the
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

37 41 51 61 second step of the problem? Possible answer: It
+ 10 + 10 + 10 +7 shows that the unknown part is the difference between
the number of pepper plants and the number of carrot
61 + _
37 = _
98 plants.
61 71 81 91 98
• What numbers do you need to subtract?
So, Yumi has _
98 stickers in all. I need to subtract 92 from the number of pepper
plants, 212.
76 Florida’s B.E.S.T. Go Math! Grade 3 • How are the bar models related to the
equations that represent them? Possible
answer: The number in the shorter box is subtracted
3_mflese661030_c02l07.indd 76 12/07/21 8:20 PM
from the number in the longer box to find the
difference. The difference is represented by the
Ready for More Logical/Mathematical
Partners
unknown quantity to the left of the shorter box.

• Ask pairs of students to complete the statements.

Then ask a few pairs to present their answers. 3 Explain
1. To subtract _
24 from 41, count back 10, 10, then 4.
Math
Land on _
17 .
Share and Show Board
2. To find 80 – 44, count up from _
44 to _
50 , and then
The first problem connects to the learning
from _
50 to _
80 . The difference is _
36 .
model. Have students use the MathBoard to
3. To find _
51 – 26, count up from _
26 to _
30 , from explain their thinking.
_ 30 to _50 , and then from _
50 to 51. The difference
is _25 .

Chapter 2 • Lesson 7   76

 CorrectionKey=FL-B

Name

Use the checked problems for Quick Check. Complete the bar model to represent and solve the problem.
Then complete the equation for the bar model.
Students should show their answers for the 2. On Monday, a large flower shop
Quick Check on their MathBoard. sold 425 roses. The flower shop sold Monday 425 roses
123 fewer roses on Friday than on
Monday. How many roses did the Friday 123 roses
Quick Check MTSS
Quick Check MTSS RtI
shop sell on Friday?
RtI roses
425 − _
_ 123 = ■

If
If a student misses the checked 302 = ■
_
problems On Your Own
Use the table for Problems 3–6. You may
Then Differentiate Instruction with use models, number lines, and equations to
Nature Museum Attendance
• Reteach 2.7 represent and solve. Day Number of People
Monday 306
• Waggle MA.3.NSO.2.1 3. How many more people attended the museum Tuesday 415
on Saturday than on Thursday?
Wednesday 345
135 people Thursday 450
Friday 526
4. How many fewer people attended the museum

4 Elaborate on Monday than on Friday?

220 people
Saturday 585

On Your Own 5. How many fewer people attended the

museum on Tuesday and Wednesday on the
If students complete the checked problems combined than on Thursday and Friday Spot
correctly, they may continue with the On Your combined?
Own section. 216 people

Students use the museum attendance data in

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

6. WRITE Math Write a subtraction word

the table to solve Problems 3–6. problem about the data in the table. Then
solve your problem.

Higher-Order Thinking Possible problem: How many more people

attended the museum on Saturday than on

Problem 5 is a multi-step problem which
involves both addition and subtraction. Tuesday? 170 people
Chapter 2 • Lesson 7 77
MTR 7.1 Apply mathematics to real-world
contexts.
Problem 6 Students are required to write 3_mflese661030_c02l07.indd 77 12/07/21 8:21 PM

and solve their own subtraction word problem

Meeting Individual Needs
using the data in the table. Give students DO NOT EDIT--Changes must be made through “File info”
Reteach 2.7 Enrich 2.7
DO NOT EDIT--Changes must be made through “File info”

MTSS RtI1
CorrectionKey=FL-A CorrectionKey=FL-A

the opportunity to share their problems and

solutions. LESSON 2.7 LESSON 2.7
Name Name
Reteach Enrich

Use Strategies for Subtraction Friendly Numbers Puzzle

You can count up on a number line to find a difference. Combine pairs of numerals in the puzzle pieces to form
Find 53 − 27. a friendly subtraction equation to help you complete
the table below. Use each puzzle piece only once.
Step 1 Count up by tens. Step 2 Count up by ones.
Start at 27. Count up to 47. Start at 47. Count up to 53.
434 60 47 40 70 16 100 24 10 37
+10 +10 +6

27 37 47 53 Subtraction Puzzle Piece 1 Puzzle Piece 2 Difference

Think: 10 + 10 + 6 = 26. 40 16 24
1 43 − 19
So, 53 − 27 = 26.
2 70 37 33
You can take away tens and ones to find a difference. 72 − 39
3 60 24 36
Step 1 Take away tens. Step 2 Take away ones. 64 − 28
Start at 53. Start at 33. 4 47 10 37
46 − 9
5 433 − 99 434 100 334
−7 −10 −10

6 Describe the strategy you used to find the puzzle pieces

to help you subtract in Exercise 3.
26 33 43 53
Think: 53 − 10 − 10 − 7 = 26. Possible answer: I chose 60 as the first piece, since it’s close to 64. Since 60

So, 53 − 27 = 26. is 4 less than 64, I chose 24 as the second piece, because it’s 4 less than 28,

Possible drawing is given. and I need to subtract the same number from the original numbers
1 Find 92 − 65. Draw jumps and label the number line to to get the correct answer. So, 64 − 28 is the same as 60 − 24, or 36.
show your thinking.
+10 +10 +7

65 75 85 92

Go Online 92 − 65 = 27 .

11
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
11 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c02r07.indd 11 7/6/21 2:21 PM

3_mflean1822132_c02e07.indd 11 10/08/21 3:35 PM

77 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World
Problem Solving Real
Fill in the bubble for the correct answer choice. You can use
models, number lines, and equations to represent and solve. Applications World
7. Jan and Dave are having a penny race. Dave will win the race MTR 7.1 Apply mathematics to real-world
if he finds at least 40 more pennies than Jan. Dave finds 213 contexts.
pennies. Jan finds 172 pennies. Which is a true statement
about Jan and Dave’s penny race? Problem 7 Students use the model of their
A Jan wins because she finds 41 more pennies choice to solve a real-world problem involving
than Dave. subtraction. Students must find the difference
B Jan wins because Dave finds 31 more pennies between the number of pennies each student
than she does. finds. Then they must decide what the
C Dave wins because he finds more pennies than Jan. difference means.
D Dave wins because he finds 41 more pennies than Jan. Problem 9 In this multi-step problem,
students must subtract the number of songs
8. Kyle’s basketball team scores 62 points. Kyle’s team Alaqua deletes and then find the difference in
members score 51 of the points. Kyle scores the rest
of the points. How many points does Kyle score?
the number of songs the two students have.
A 21 B 13 C 11 D 23
Problem 10 Students subtract to find the
number of sunflowers sold.
9. Elan has 86 songs on her digital music player. Alaqua has 112
songs on his digital music player. Then he deletes 18 songs.
How many more songs does Alaqua have now than Elan?

© Houghton Mifflin Harcourt Publishing Company ©Horsche/iStock/Getty Images Plus/Getty Images

A 8 B 94 C 26 D 18
5 Evaluate Formative
Assessment

10. There were 87 sunflowers at the flower shop in the

morning. There were 56 sunflowers left at the end of
the day. How many sunflowers were sold?
I Can
A 143 C 13 Have students choose two numbers and
then explain to a partner in their own words
B 31 D 41
how to demonstrate the skill for the I Can
statement.
I can use strategies to solve subtraction
problems by . . . using a number line to count up or
down by tens and ones or by using bar models.
78 Florida’s B.E.S.T. Go Math! Grade 3

Math Journal WRITE Math

3_mflese661030_c02l07.indd 78 13/07/21 4:59 PM
Explain how to use a number line or a bar
DIFFERENTIATED INSTRUCTION • Independent Activities model to subtract 78 – 34.

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 2 • Lesson 7   78

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 2.7
Practice and Homework
• Built-in student supports Use Strategies for Subtraction
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Complete the bar model to represent and solve.
Then complete the equation for the bar model.
Practice and Homework
1. There were 285 visitors at the art
show on Sunday. There were Sunday 285 visitors
Use Strategies for 173 visitors at the art show on Friday.
How many more visitors were at the
Subtraction art show on Sunday than on Friday?
Friday 173 visitors

visitors
285 − _
_ 173 = ■
Use the Practice and Homework pages to
112
provide students with more practice of the _=■
concepts and skills presented in this lesson. Problem Solving Real
World
Students master their understanding as they
complete practice items and then challenge The table shows how many of each kind of Farmers’ Market
their critical thinking skills with Problem fruit was sold at the Farmers’ Market in Fruit Number Sold

Solving. one week. Use the table for Problems 2–4. Peaches 218
You may use models, number lines, and Oranges 435
equations to represent and solve. Grapefruit 347
2. How many more oranges than Melons 212
melons were sold?
223 more oranges

3. How many fewer peaches than

grapefruits and melons combined
were sold at the market?
341 fewer peaches

4. Write a subtraction word problem about the data in the

© Houghton Mifflin Harcourt Publishing Company

table. Then solve your problem.

Possible problem: How many fewer melons than grapefruits

were sold at the Farmers’ Market? 135 fewer melons

Chapter 2 • Lesson 7 79

3_mflese661030_c02p07.indd 79 12/07/21 8:21 PM

79 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
5. Hania scores 87 points bowling. Karl 6. A toy store has 78 action figures. At students in previously taught concepts and to
scores 35 fewer points than Hania. the end of the day, 52 action figures
promote content retention.
How many points does Karl score? are left. How many action figures
were sold?
A 122
A 130
B 112
B 25
C 52
C 26
D 42
D 120
7. There are 278 people in a movie 8. There are 295 people at a softball
theater. Of those people, 145 are game. Of those people, 153 are
adults, and the rest are children. adults, and the rest are children.
How many children are in the How many children are at the
movie theater? softball game?
A 133 A 300
B 122 B 124
C 100 C 142
D 103 D 150

Spiral Review
9. How many hundreds are there 10. Find the missing number.
in 692? 3, 6, 9, ____, 15, 18

© Houghton Mifflin Harcourt Publishing Company

6 12

80 Florida’s B.E.S.T. Go Math Grade 3

3_mflese661030_c02p07.indd 80 12/07/21 8:21 PM

Chapter 2 • Lesson 7   80

 DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Cha
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-

CHAPTER

2
Chapter

Chapter 2
Name 5. Write each equation in the box below the better estimate
of the sum.
Chapter Review 393 + 225 = ■ 481 + 215 = ■

Review 1. For Problems 1a–1d, choose Yes or No to tell whether the

sum is even.
352 + 328 = ■
600
309 + 335 = ■
700

1a. 5+8 ● Yes ● No

309 ∙ 335 ∙ ■ 481 ∙ 215 ∙ ■
1b. 9+3 ● Yes ● No 393 ∙ 225 ∙ ■ 352 ∙ 328 ∙ ■

Summative Assessment 1c. 6+7 ● Yes ● No

6. Diana sold 336 muffins at the bake sale. Bob sold 287
1d. 9+5 ● Yes ● No muffins. Bob estimates that he sold 50 fewer muffins
Use the Chapter Review to assess than Diana. How did he estimate? Explain.
2. Select the equations that show the Associative Property
students’ progress in Chapter 2. of Addition. Mark all that apply.
Possible answer: He rounded to the nearest ten. Possible
explanation: He rounded 336 to 340 and 287 to 290. Then he
A 4 + (26 + 48) + 2 = (4 + 26) + (48 + 2) subtracted: 340 ∙ 290 ∙ 50.

You may want to review with B 8 + 14 + 21 = 14 + 8 + 21

7. The table shows how many books each class read.
students the I Can statement for C 8 + (12 + 1) = (8 + 12) + 1
Reading Contest
the chapter. D (12 + 1) + 5 = (1 + 12) + 5 Class
Mr. Lopez
Number of Books
273
3. Select the numbers that round to 300 when rounded to Ms. Martin 402
the nearest hundred. Mark all that apply. Mrs. Wang 247
A 238 For Problems 7a–7d, select True or False for each
B 250 statement.

C 283 7a. Ms. Martin’s class read

about 100 more books
D 342 than Mr. Lopez’s class. ● True ● False
E 359 7b. The 3 classes read over
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

900 books altogether. ● True ● False
4. There are 486 books in the classroom library. Complete 7c. Mrs. Wang’s class read
the chart to show 486 rounded to the nearest 10. about 50 fewer books
than Mr. Lopez’s class. ● True ● False
Hundreds Tens Ones
7d. Ms. Martin’s class and
4 9 0
Mrs. Wang’s class read
about 700 books. ● True ● False
Go Online For more help Chapter 2 81 82 Florida’s B.E.S.T. Go Math! Grade 3

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3_mflese661030_c02r.indd 82 04/08/21 8:41 PM

Online, Data-Driven Decision Making MTSS RtI Waggle

Based on the results of the Chapter Review, use the following
resources to review skills.

Florida’s B.E.S.T.
Item Lesson Content Focus Intervene With
Standards

1, 20, 21, 22 2.1 Identify and describe whole-number patterns and solve problems. MA.3.AR.3.3
●  Reteach 2.1,
● MA.3.AR.3.1 Waggle MA.3.AR.3.3

2, 17, 18 2.5 Use the Commutative and Associative Properties of Addition to add ● MA.3.NSO.2.1
Reteach 2.5,
more than two addends. Waggle MA.3.NSO.2.1

3, 4 2.2 Round 2- and 3-digit numbers to the nearest ten or hundred. ● MA.3.NSO.1.4
Reteach 2.2,
Waggle MA.3.NSO.1.4
● MA.3.NSO.2.1 Reteach 2.3,
5, 7 2.3 Use compatible numbers and rounding to estimate sums
● MA.3.NSO.1.4 Waggle MA.3.NSO.2.1
● MA.3.NSO.2.1 Reteach 2.6,
6, 19A 2.6 Use compatible numbers and rounding to estimate differences.
● MA.3.NSO.1.4 Waggle MA.3.AR.1.2

8, 9, 10, 13, ● MA.3.AR.1.2 Reteach 2.4,

2.4 Use number lines and bar models to solve addition problems.
16, 19B ● MA.3.NSO.2.1 Waggle MA.3.NSO.2.1
● MA.3.AR.1.2 Reteach 2.7,
11, 12, 14, 15 2.7 Use number lines and bar models to solve subtraction problems.
● MA.3.NSO.2.1 Waggle MA.3.NSO.2.1

81–82 Florida’s B.E.S.T. Go Math! Grade 3

 DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B

Name 13. There are 413 books in the library. There are 365 books
8. Janna buys 2 bags of dog food for her dogs. One bag checked out. How many books are there in all?
weighs 37 pounds. The other bag weighs 15 pounds.
Part A
How many pounds do both bags weigh? Explain how
you solved the problem. Complete the bar model to represent and solve.

52 pounds; Possible explanation: Start with 37 and count

on 3 to 40. Then add 15 as 1 ten 5 ones. Remember to 413 books 365 books Performance
subtract the 3 you counted on to start, 5 ∙ 3 ∙ 2, so 52.

9. Alema has 52 stamps. He puts 25 stamps on envelopes to books

Assessment Task
mail. How many stamps does he have left? Use a number
line to represent and solve.
Part B See the Performance Tasks to
−5 − 10 − 10
Complete the equation.
413 365
assess students’ understanding of
+ =
778
=
the content.
27 32 42 52

52 − 25 = 27
14. Alexandra has 78 emails in her inbox. She deletes For each task, you will find
47 emails. How many emails are left in her inbox? Draw
Use the table for Problems 10–12. jumps and label the number line to show your thinking. Possible drawing shown. sample student work for each of
Susie’s Sweater Shop
Month Number of Sweaters Sold
+10 +10 +10 +1 the response levels in the task
January
February
402
298 47 57 67 77 78
scoring rubric
March 171
__
31 emails
10. The table shows the number of sweaters sold online in
three months. How many sweaters were sold in January
15. Koa and Li are having an acorn race. Koa will win if
he finds at least 30 more acorns than Li. Koa finds 317 Performance Assessment
and February?
__
700 sweaters
acorns. Li finds 285 acorns. Which is a true statement
about Koa and Li's acorn race? Tasks may be used for portfolios.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

11. How many more sweaters were sold in January A Li wins because he finds 32 more acorns than Koa.
than March? B Li wins because Koa only finds 32 more acorns than
__
231 sweaters he does.
12. How many more sweaters were sold in February and C Koa wins because he finds more acorns than Li.
March than in January?
D Koa wins because he finds 32 more acorns than Li.
__
67 sweaters

Chapter 2 83 84 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c02r.indd 83 12/07/21 8:22 PM

3_mflese661030_c02r.indd 84 12/07/21 8:22 PM

DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=FL-B CorrectionKey=FL-B

Name 19. Alexa and Erika collect shells. The tables show the kinds
16. Anu's frog jumps 24 inches. Then it jumps another 26 of shells they collected.
inches. How far did Anu's frog jump? Use a number line
Alexa’s Shells Erika’s Shells
to represent and solve.
Shell Number of Shells Shell Number of Shells
Scallop 36 Scallop 82
+ 10 + 10 +6
Jingle 95 Clam 108
Clam 115 Whelk 28

24 34 44 50
Part A
24 + 26 = _
50 inches Who collected more shells? How many did she collect?
About how many more is that? Explain how you solved
17. A pet shelter has 16 dogs, 30 cats, and 24 birds. How
the problem.
many animals are at the pet shelter in all?
Alexa; 246; Possible explanation: Round to the nearest
70 animals
_ ten to estimate the number of shells Alexa has (about 260)
and Erika has (about 220). Then subtract: 260 ∙ 220 ∙ 40.
18. Mrs. Lin bought 24 apples, 12 pears, 38 strawberries, Alexa has about 40 more shells.
and 36 oranges for the class celebration. To find the
total number of pieces of fruit, Mrs. Lin added
24 + 12 + 38 + 36. Part B

Part A Alexa and Erika have the greatest number of what kind of
shell? How many shells of that kind do they have? Show
First, she rearranged the addends as 24 + 36 + 12 + 38. your work.
What property did she use? Why did she do that?
Commutative Property of Addition; Possible answer: She put clam shells; 223 shells; 115 ∙ 108 ∙ 223

the compatible numbers together.

20. Write a rule for the pattern. Then write the third number.
29, 33, _
37 41, 45, 49

Part B Rule: _
Add 4
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

How many pieces of fruit did Mrs. Lin buy? _

110 pieces 21. Create a pattern that uses the rule subtract 5. Write the
first, second, third, fourth and fifth numbers.
of fruit
Answers will vary. 68, 63, 58, 53, 48

22. Write the name of the property that you can use to find
the sum 22 + 0.
Identity Property of Addition

Chapter 2 85 86 Florida’s B.E.S.T. Go Math! Grade 3

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3_mflese661030_c02r.indd 86 12/07/21 8:22 PM

Chapter 2 83–86
CHAPTER

2 Chapter Test
Summative Assessment
Use the Chapter Test to assess students’ progress in Chapter 2.
Chapter Tests are found in the Assessment Guide. Test items are presented
in formats consistent with high-stakes assessments.

Chapter 2 Chapter 2 Name

Name
Chapter Test Chapter Test

1 Which numbers round to 3 What is the sum of 453 + 386 4 What is the difference of 5 Which numbers round to 500
640 when rounded to the 659 − 318? when rounded to the nearest
nearest 10? Part A hundred?
Which equation models the Part A
Choose all the correct answers. Choose all the correct answers.
most reasonable estimate of Which equation models the
A 538 the sum? most reasonable estimate of A 438
B 649 the difference? B 450
A 400 + 400 = 800
C 635
A 600 − 300 = C 483
B 450 + 390 = 840 300
D 642 D 542
C 475 + 400 = 875 B 625 − 320 = 305
E 658 E 567
D 500 + 400 = 900 C 660 − 320 = 340
D 700 − 300 = 400
2 What addition equation can Part B
be used to find the next What is the exact sum? Part B
number in this pattern? What is the exact difference?
839
9, 18, 27, 36, 45, ... 341
45 + 9 = 54
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company
Grade 3 • Chapter 2 Test 33 34

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Chapter 2 Chapter 2 Name

Name
Chapter Test Chapter Test

6 Alec has 58 stickers in his book. He has 37 animal stickers. The rest 8 Mr. Jones sells 254 pounds of apples. He sells 338 pounds of pears
are soccer stickers. and 174 pounds of peaches.

Part A Part A
Alec uses his open number line to find how many soccer stickers are One way to find the number of pounds of fruit Mr. Jones sells is to
in his book. add 254 plus 338 and then add 174. What is another way to find
the number of pounds of fruit?
+1 + 10 +10
Write numbers from the list to correctly complete the equation.
174 + 338 + 254
37 38 48 58

Part B 254 338 174

How many soccer stickers are in Alec’s book?
Part B
21 stickers
How many pounds of fruit does Mr. Jones sell?
766 pounds
7 Radburn School recycles cans. The third graders have collected
329 cans so far. They want to collect a total of 500 cans. How many
more cans do they need to collect?
Complete the bar model.

329 171
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company

500

Grade 3 • Chapter 2 Test 35 36

3_MFLE_AS_1822126_Ch02.indd 35 03/04/21 3:17 PM 3_MFLE_AS_1822126_Ch02.indd 36 03/04/21 3:17 PM

86A Florida’s B.E.S.T. Go Math! Grade 3

Teacher Notes

Chapter 2 Test 86B

CHAPTER
3 Chapter at a Glance
Addition and Subtraction Within 10,000

LESSON 3.1 • 1 Day LESSON 3.2 • 1 Day LESSON 3.3 • 1 Day

Lesson at Use Expanded Use Place Value Use Place Value to

a Glance Form to Add . . . . . . . . 89A to Add . . . . . . . . . . . . . 95A Subtract. . . . . . . . . . . 101A

Florida’s B.E.S.T. ● 3.NSO.2.1 ● 3.NSO.2.1 ● 3.NSO.2.1

I can use the expanded form to add. I can use place value to add 3-digit I can use place value to subtract 3-digit
I Can numbers. numbers.

Learning Goal Use expanded form to add 3-digit Use place value to add 3-digit numbers. Use place value to subtract 3-digit
numbers. numbers.

Vocabulary

Multilingual Strategy: Cooperative Grouping Strategy: Elicit Prior Knowledge Strategy: Elicit Prior Knowledge
Support

LESSON 3.1 LESSON 3.2 LESSON 3.3

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.2.1 ■ ■ Waggle MA.3.NSO.2.1 ■ ■ Waggle MA.3.NSO.2.1
Fluency

   ■
    ■ Waggle MA.3.NSO.2.1    ■
    ■ Waggle MA.3.NSO.2.1    ■
    ■ Waggle MA.3.NSO.2.1
MTSS RtI ◆ ■ Reteach 3.1 ◆ ■ Reteach 3.2 ◆ ■ Reteach 3.3

Intervention ◆ ■ Tier 2 Intervention Skill S5 ◆ ■ Tier 2 Intervention Skill S35/S38 ◆ ■ Tier 2 Intervention Skill S48/S51
and ◆ ■ Tier 3 Intervention Skill E5 ◆ ■ Tier 3 Intervention Skill E35/E38 ◆ ■ Tier 3 Intervention Skill E48/E51
Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart
◆ ■ Enrich 3.1 ◆ ■ Enrich 3.2 ◆ ■ Enrich 3.3

See the Grab-and-Go!™ Centers Kit for more small-group activities.

Grab
TM

and
Version 2.0
Florida’s B.E.S.T. Strands
Differentiated Centers Kit
● Algebraic Reasoning (AR) ● Data Analysis & Probability (DP)
The kit provides literature, games, and ● Fractions (FR) ● Geometric Reasoning (GR)
activities for small-group learning. ● Measurement (M) ● Number Sense & Operations (NSO)

◆ Print/Printable Resource
■ Interactive Resource
87A Florida’s B.E.S.T. Go Math! Grade 3
 Chapter Pacing Chart
Introduction Instruction Assessment Total

1 day 5–6 days 2 days 8–9 days

LESSON 3.4 • 1 Day LESSON 3.5 • 1–2 Days

Lesson at Combine Place Values Model and Solve Two-Step

a Glance to Subtract . . . . . . . . 107A Addition and Subtraction
Problems . . . . . . . . . . 113A
Florida’s B.E.S.T. ● 3.NSO.2.1 ● 3.AR.1.2 ● 3.NSO.2.1

I can combine place values to subtract I can solve two-step addition and
I Can 3-digit numbers. subtraction problems.

Learning Goal Use the combine place values strategy to Solve two-step addition and subtraction
subtract 3-digit numbers. problems by using the strategy draw a
bar model.

Vocabulary

Multilingual Strategy: Elicit Prior Knowledge Strategy: Model Concepts

Support

LESSON 3.4 LESSON 3.5

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.2.1 ■ ■ Waggle MA.3.NSO.2.1
Fluency

   ■
    ■ Waggle MA.3.NSO.2.1    ■
    ■ Waggle MA.3.NSO.2.1
MTSS RtI ◆ ■ Reteach 3.4 ◆ ■ Reteach 3.5

Intervention ◆ ■ Tier 2 Intervention Skill S51 ◆ ■ Tier 2 Intervention Skill S29/S42

and ◆ ■ Tier 3 Intervention Skill E51 ◆ ■ Tier 3 Intervention Skill E29/E42
Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart
◆ ■ Enrich 3.4 ◆ ■ Enrich 3.5

For individual and class practice with counting automaticity and operational fluency,
go to Achieving Facts Fluency pages located online.

Chapter Games and Activities

■ Waggle Interactive Games ◆ Game and Activity Cards
■ Poggles ◆ Project Cards

◆ Print/Printable Resource
Interactive Resource
■
Chapter 3   87B
CHAPTER
3 Teaching for Depth
Addition and Subtraction Within 10,000

Strategies for Adding Multi-Digit Strategies for Subtracting

Numbers Multi-Digit Numbers
Regardless of the strategies students use for adding A student who has procedural fluency with multi-digit
greater numbers, they need to be able to explain subtraction may use a traditional algorithm in a flexible
why the strategies work. way to compute with greater numbers.
• S tudents should use place-value language as • T
 his problem would traditionally be classified as
they describe the procedures for adding multi-digit subtracting across zero, but the emphasis now is
numbers. on the value of the entire number rather than the
values of particular digits in isolation.
1 1
   2  6  9 4 9 14
+ 3  7  8    5  0  4
–  2  4  8
   6  4  7
   2  5  6
• W
 hen using the standard algorithm, students
should say that they added 9 ones and 8 ones to • Rather than using individual digits and subtracting,
get 17 ones, then they regrouped 17 ones to record it is more efficient to think of 504 as 50 tens 4 ones,
the 7 ones in the sum and combine the 1 ten with 6 and then regroup the tens and ones to get 49 tens
tens and 7 tens to get 14 tens, and so on. 14 ones.
• M
 aking sense of the strategies students use,
whether they are based on the traditional
algorithm or invented algorithms, will lead to Mathematical Thinking and Reasoning
procedural fluency.
2.1 Demonstrate understanding in multiple
ways.
Students have many experiences in problem solving.
From the Research They explore strategies, including their own as
“The development of algorithms is an essential
component of mathematics…Teaching
well as the standard algorithms for adding and
subtracting multi-digit numbers. Having multiple
students algorithms they don’t understand, strategies allows students to persevere because they
however, has limited potential at best and, can try another way when one way does not yield a
more important, leads to isolated skills reasonable answer. Students need to first make sense
that do not contribute to students’ general of problems so they can choose appropriate solution
mathematical knowledge.
”
(Gravemeijer & van Galen, 2003, p. 120)
strategies.

For more professional learning, go

online to Teacher’s Corner.

87C Florida’s B.E.S.T. Go Math! Grade 3

Instructional Journey
While every classroom may look a little different, this instructional model provides a
framework to organize small-group and whole-group learning for meaningful student learning.

Whole Group Small and Whole Group Small Group Whole Group
Engage Explore Explain Elaborate
5 minutes 15–20 minutes 15–20 minutes 5 minutes
Readiness Exploration Quick Check • Math on the Spot Videos
• Problem of the Day • Investigate, Unlock the Problem Share and Show • Higher-Order Thinking Problems
• Fluency Builder or • Multilingual Support and
Vocabulary Builder Strategy Differentiated Instruction
• Access Prior Knowledge • Common Errors Grab Evaluate
TM

and
Version 2.0
Engagement
• I Can Intervention • I Can Reflection
• Making Connections • Waggle
• Math Journal
• Learning Activity • Reteach
• Practice and Homework
• Tier 2 and Tier 3 MTSS
• Fluency Practice
• Waggle
Language Support
• Mathematical Thinking &
• Vocabulary Activities
Reasoning Standards Rubric
• Language Routines
• Multilingual Glossary

Enrichment
• Waggle Games
• Ready for More
• Enrich

Assessment
Diagnostic Formative Summative
• Show What You Know • Lesson Quick Check • Chapter Review
• FSA Test Prep • Chapter Test
• Performance Assessment Task

Grab
TM

and
Version 2.0
Differentiated Centers Kit
The kit provides literature, games, and
activities for small-group learning.
Chapter 3   87D
CHAPTER 3 Strategies for
Multilingual Learners
Assessing your student’s understanding of mathematical concepts can be done by listening,
speaking, reading, and writing. The level of support a student needs determines how best
to assess that student’s understanding of mathematical concepts and will help meet the
needs of all your students.

Planning for Instruction

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Student’s Use of • uses single words • uses single words • uses a variety of
Language sentences
• uses common short • uses some academic
phrases vocabulary • uses academic vocabulary
• heavily relies on visual • relies on visual supports • benefits from
supports and use of and use of manipulatives visual supports and
manipulatives manipulatives

Ways to Assess Listening: points to Listening: matches, Listening: draws

Understanding pictures, words, or phrases categorizes, or sequences conclusions and makes
to answer questions information based on connections based on
visuals what they heard
Speaking: answers yes/no
questions Speaking: begins to Speaking: explains and
explain reasoning, asks justifies concepts and
Reading: matches symbols
math questions, repeats solutions
to math terms and
explanations from peers
concepts Reading: understands
Reading: identifies information in math
Writing: draws a visual
important information to contexts
representation of a
solve a problem
problem Writing: completes
Writing: uses simple sentences using some
sentences and visual academic vocabulary
representations

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

• Look for strategies throughout the lesson to

support multilingual learners.
• Log on to ED to find additional multilingual
activities and Vocabulary Cards.

87E Florida’s B.E.S.T. Go Math! Grade 3

In This Chapter

Key Academic Vocabulary

Current Development • Vocabulary

Using Language Routines to Develop Understanding

Language routines provide opportunities for students to develop an understanding of
mathematical language and concepts by listening, speaking, reading, and writing. More
information on these language routines can be found on the Language Support Cards.

Critique, Correct, and Clarify

1 Students analyze an incorrect explanation or solution.
2 Students work with a partner or small group to identify the error.
3 Students work together to correct the sample work.

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Language Routine 1 Students determine that 1 Students analyze 1 Students analyze an

Differentiation the visual representation an incorrect visual incorrect explanation or
of a provided solution is representation of a solution.
incorrect. provided solution. 2 Students work with a
2 Students identify 2 Students work with a partner or small group
the error by circling, partner or small group to identify the error
underlining, or pointing. to identify the error using some academic
3 Students correct the using simple sentences. language.
visual representation of 3 Students work together 3 Students work together
the sample. to correct the sample to correct the sample
work. work.

Possible Ask: Why? Ask: Why? Ask: Why?

Student Work Student: The wrong numbers Student: Solve. Student: The second problem
were used. uses the wrong numbers.
Say: You can use addition to 896 In the addition problem,
check subtraction. Will the 896 896 ??? –582 you use the number being
second problem check the –582 +582 +582 314 subtracted and the answer
subtraction? ??? 896 to find the number in all.
Then use 582 and 314 to
896 896 Say: Solve and show. check that subtraction Say: Solve and show.
–582 +582 problem.
896 314 896 314
314 1478 –582 +582 582 –582 +582
Student: No. 314 896 +314 314 896
896

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

Chapter 3   87F

 CorrectionKey=FL-B

CHAPTER

3
Chapter Name

3 Addition and Subtraction

Assessing Prior Knowledge Within 10,000
Use Show What You Know to determine
if students need intensive or strategic S how What You K now
intervention.
Think Addition to Subtract Write the missing numbers.

Real
MATH in the W
1. 8 − 3 = ■ 2. 15 − 7 = ■ 3. 13 − 4 = ■

orld Think: 3 + ■=8 Think: 7 + ■ = 15 Think: 4 + ■ = 13

3+_
5 =8 7+_
8 = 15 4+_
9 = 13
Students need to write an addition and
So, 8 − 3 = _
5 . So, 15 − 7 = _
8 . So, 13 − 4 = _
9 .
subtraction equation that can be used
to find the number of apples in the Addition Facts Find the sum.
other basket. Ask students to identify 4. 4 5. 3 6. 8 7. 2 8. 8
what they know and what they need to +5
_ +7
_ +
_ 9 +4
_ +8
_
9 10 17 6 16
find to relate the given and unknown
information. Draw a picture or use Subtraction Facts Find the difference.
manipulatives if needed. 9. 10 10. 7 11. 10 12. 15 13. 12
• How many apples are there in all? −5
_ −4
_ − 3
_ − 9
_ − 7
_
5 3 7 6 5
15 apples

• H
 ow many apples are in the first
basket? 8 apples Real
MATH in the World
• H
 ow are the number of apples in the
© Houghton Mifflin Harcourt Publishing Company

Evangeline knows that she has 15 apples in all. In one

baskets related to the total number basket she has 8 apples. How can she use addition
of apples? The sum of the apples in the and subtraction to find the number of apples in the
other basket?
baskets equals the total number of apples. 15 – 8 = 7 or 7 + 8 = 15

Chapter 3 87

3_mflese661030_c03o.indd 87 12/07/21 2:22 PM

Show What You Know • Diagnostic Assessment

Use to determine if students need intervention for the chapter’s prerequisite skills.

If YES...then use
If NO...then
Were students successful with INTERVENE
INTERVENE
INDEPENDENT
Show What You Know? ACTIVITIES

Missed More Florida’s B.E.S.T.

Skill Intervene With
Than Standards
Grab
TM

and
TIER 3 Think Addition Intensive Intervention
1 MA.1.AR.2.1 Version 2.0
to Subtract Skill E41
Differentiated Centers Kit
Use the Reteach or Enrich
TIER 2 Strategic Intervention
Addition Facts 1 MA.2.NSO.2.1 Activities online or the
Skill S28
independent activities in
the Grab-and-Go 2.0™
TIER 2 Subtraction Strategic Intervention Differentiated Centers Kit.
1 MA.2.NSO.2.1
Facts Skill S40

87 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Vocabula ry B uild er Go Online For more help

Connect to Vocabulary Vocabulary Builder

Visualize It
Sort the review words with a ✓ into the table. Review Words Have students complete the activities on this
✓ add
If a word can be used with addition or subtraction,
Commutative
page by working alone or with partners.
write it in both columns.
Property of
Addition Visualize It
compatible numbers A table helps to classify words. Start with
✓ difference
Addition Words Subtraction Words estimate
the operation words: add, sum, subtract,
add subtract
✓ hundreds and difference. Then sort the remaining
sum difference
✓ ones words. Words relating to both addition and
✓ regroup
ones ones
round
subtraction should be placed in both columns
hundreds hundreds
✓ subtract of the table.
tens tens
✓ sum
regroup regroup ✓ tens Understand Vocabulary
Students can enhance their understanding of
key chapter vocabulary through the use of the
Vocabulary Cards. Have students cut out the
Understand Vocabulary cards and create their own deck of terms. You
Match each word or phrase to its definition. can use these cards to reinforce knowledge
and reading across the content areas.
numbers that are easy to compute mentally ● ● estimate
a number close to an exact number ● ● round
states that you can add two or more

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©HMH

numbers in any order without changing the ● ● compatible numbers
sum
to write a number to the nearest ten or ● ●
Commutative Property of
hundred that tells about how many Addition

School-Home Letter is available in

88 Florida’s B.E.S.T Go Math! Grade 3
English and Spanish online, and in
multiple other languages.
.

3_mflese661030_c03o.indd 88 12/07/21 2:22 PM

Intervention Options MTSS RtI Response to Intervention

Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels.

TIER 1 TIER 2 TIER 3 ENRICHMENT

On-Level Intervention Strategic Intervention Intensive Intervention Independent Activities
For students who are generally For students who need small- For students who need For students who successfully
at grade level but need early group instruction to review one-on-one instruction to complete lessons, use:
intervention with the lesson concepts and skills needed for build foundational skills for
• Waggle Practice and Games
concepts, use: the chapter, use: the chapter, use:

Grab
TM

and
• Reteach Prerequisite Skills Activities Prerequisite Skills Activities
3 3
2 2

Version 2.0
1 1

• Waggle Tier 2 Activity Tier 3 Activity

3 3

Differentiated Centers Kit

2 2
1 1

Tier 1 Activity
3

• Ready for More Activity for

2
1

every lesson

• Enrich

Chapter 3   88
LESSON
3.1 Lesson at a Glance
Use Expanded Form to Add

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including I can use the expanded form to add.
using a standard algorithm with procedural fluency.
Learning Goal
Mathematical Thinking & Reasoning Standards
Use expanded form to add 3-digit numbers.
● MTR.2.1 Demonstrate understanding in multiple ways.
● MTR.3.1 Complete tasks with mathematical fluency. Language Objective
● MTR.4.1 Engage in discussions on mathematical thinking. Student teams present to another team how you
● MTR.6.1 Assess reasonableness of solutions. can use expanded form to add 3-digit numbers.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.1 Add and subtract ● MA.4.NSO.2.7 Explore the addition and
two whole numbers with sums up to multi-digit whole numbers including using subtraction of multi-digit numbers with
1,000. Explore the subtraction of a whole a standard algorithm with procedural decimals to the hundredths.
number from a whole number, each no fluency.
larger than 1,000.

ABOUT THE MATH

If Students Ask
Why do I need to learn to use the expanded form to write each addend using expanded form. Next, they find
add numbers? Having an understanding of expanded partial sums by adding in each place: 400 + 300 = 700,
form helps students develop fluency in using number 60 + 20 = 80, and 5 + 7 = 12. Then they add the partial
representations and place value to help them compute. sums, 700 + 80 + 12, to find the sum, 792. The break
This in turn helps students compute efficiently, whether apart strategy helps students to formalize the steps that
they use paper and pencil or mental math procedures. they may already be doing mentally and become more
fluent in their mental computations. Using expanded form
Knowing how to use expanded form allows students to
helps prepare them for addition using place value and
understand the underlying process of adding in each
regrouping.
place. For example, to add 465 and 327, students first

For more professional learning,

89A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 1 Engage
with the Interactive Student Edition

I Can Objective
DAILY ROUTINES I can use the expanded form to add.

Making Connections
Problem of the Day 3.1 Lead students in a discussion about estimation.
Antonio rounds 317 to the nearest ten. What is 317 rounded • What is an estimate? a number close to an exact
to the nearest ten? number
320
• What are compatible numbers? numbers that
are easy to compute mentally and are close to
Vocabulary the real numbers
• Interactive Student Edition • Why is it a good idea to find an estimate before
• Multilingual Glossary solving a problem? It provides a way to check if
an answer is reasonable.

Fluency Builder Learning Activity

Basic Addition Facts Write the following problems on Calypso builds a nest with 145 twigs. She uses 218
the board. Have students practice basic addition facts by twigs for another project.
solving the problems. Have students check answers with a
• How many twigs does Calypso use to build her
partner.
nest? 145
3+4=7 1+4=5 5+4=9
• How many twigs does Calypso use for the other
5+1=6 4+3=7 9 + 4 = 13 project? 218
4+2=6 2+6=8 3+1=4 • What is a reasonable estimate for 218 + 145?
3+0=3 2+4=6 5+2=7 Possible answer: 350

4+5=9 9 + 2 = 11 1+2=3
7 + 8 = 15 1+0=1 8+0=8
3 + 7 = 10 8 + 3 = 11 9 + 5 = 14
4+5=9 9 + 3 = 12 6 + 5 = 11
3 + 9 = 12 6+2=8 6 + 9 = 15

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Review and discuss expanded form. Write the number 683
in a place-value chart on the board.
• In which place is the digit 6 in this number? the
hundreds place
• So, what is the value of the digit 6 in this number?
6 hundreds or 600
Invite a student to write the value on the board. Work
through the steps for writing the expanded form of the
number. 600 + 80 + 3

Chapter 3 • Lesson 1   89B

 CorrectionKey=FL-B

LESSON 3.1 CHAPTER 3

Name Lesson 1
2 Explore
Florida’s B.E.S.T.
Use Expanded Form to Add ● Number Sense & Operations 3.NSO.2.1
● Mathematical Thinking & Reasoning
I Can use the expanded form to add. MTR.2.1, MTR.3.1, MTR.4.1, MTR.6.1

Real UNLOCK the Problem Real

World
Unlock the Problem World
There are more zoos in Germany than in any other
Will you add or subtract to solve the problem? country. At one time, there were 355 zoos in the
United States and 414 zoos in Germany. How many
Example 1 zoos were there in the United States and Germany
Discuss the steps to use the expanded form. altogether?

MTR 6.1 Assess reasonableness of solutions. You can use expanded form to find sums.
Math MTR Assess
Talk 6.1 reasonableness.
Example 1 Add. 355 + 414
Math
Do you think the sum will
Use Math Talk to focus students’ 800 be greater than or less than
Talk
STEP 1 Estimate. 400 + 400 = _
800? Explain.
thinking on what a reasonable
answer might be. STEP 2 Break apart the addends.
355 = 300 + 50 + 5
Start with the hundreds.
• When do you use estimation? You estimate Then add each place value. + 414 = 400 + 10 + 4
when you do not need an exact answer or you can 700 + 60 + 9
STEP 3 Add the sums.
use estimation to check the reasonableness of your Math Talk: Possible explanation:
769
700 + 60 + 9 = _

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©csfotoimages/iStock Editorial/Getty Images
answers. less than 800; 355 was rounded to
769 zoos in the United States
So, there were _ 400, but 355 is a lot less than 400,
• In Step 1, how were the numbers for the so the exact sum should be less
and Germany altogether.
estimate chosen? The numbers were rounded to than 800.
the nearest hundred.
Example 2 Add. 467 + 208
• What compatible numbers could you use
700
STEP 1 Estimate. 500 + 200 = _
to estimate the sum of 355 and 414? Possible
answer: 350 + 400 = 750 STEP 2 Break apart the addends. 467 = 400 + 60 + 7
• In Step 2, how does expanded form break Start with the hundreds.
+ 208 = 200 + 0 + 8
Then add each place value.
numbers apart? Possible answers: It breaks apart 600 + 60 + 15
the numbers by place value; it breaks the numbers into STEP 3 Add the sums.
hundreds, tens, and ones.
675
600 + 60 + 15 = _
Example 2 675 .
So, 467 + 208 = _
Students use expanded form in a problem
that would require regrouping if using the Go Online For more help Chapter 3 • Lesson 1 89
standard algorithm.
• What is another way to estimate the sum?
Possible answer: round to the nearest ten: 467 rounds 3_mflese661030_c03l01.indd 89 12/07/21 2:25 PM

to 470; 208 round to 210; 470 + 210 = 680

• How are you using place value to add? Multilingual Support
Possible answer: I am adding the hundreds, then the
tens, and then the ones. STRATEGY: Cooperative Grouping
Have students compare their estimates to the
Pair students with similar levels of English language development.
actual sum to determine if their answers are
reasonable. • Select a problem from the lesson.

MTR 6.1 Assess reasonableness of solutions. • Have students describe the steps aloud while modeling the
problem using manipulatives.
• What makes an estimate a good estimate?
Possible answer: A good estimate is close to the exact • Encourage English learners to use gestures to model the
answer. vocabulary terms. For example, for break apart, they can show a
pulling-apart motion with their hands.

Go Online
Video Tutorials and
Interactive Examples

89 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Try This! Use expanded form to find 343 + 259.

Estimate. 300 + 300 = _600
Try This!
This example involves regrouping the partial
343 = 300 + 40 +  3 sums in both the ones place and the tens
+ 259 = _____
__ 200 + 50 +  9 place.
500 +   90 + 12 = 602 MTR 3.1 Complete tasks with mathematical
fluency.
1. MTR Explain why there is a zero in the tens place in the sum. If students have difficulty finding the sum,
Possible explanation: When you add the ones, you get 12 ones. You suggest that they break apart the 12 ones as
regroup 12 ones as 1 ten 2 ones. When you add the tens, you add 40
10 + 2 and then add 500 + 90 + 10 + 2.
and 50 and the regrouped 10. That gives you 100. You regroup 100 as MTR 2.1 Demonstrate understanding in
multiple ways.
1 hundred 0 tens, which means you write a zero in the tens place.
For Problem 1, have students complete the
2. How do you know your answer is reasonable? same addition problem by regrouping.
Possible answer: I know that both addends round to 300, and 300

3 Explain
doubled is 600. The answer, 602, is close to the estimate, 600.

Share and Show Math

Board

Math
1. Complete.
Estimate: 400 + 400 = _
800 Math Talk: Possible Share and Show Board
explanation: First, you The first problem connects to the learning
425 = 400 + 20 + 5 break apart each addend
model.
into expanded form. Next,
+  362 300 +   60 + 2
__ = _____ you add the hundreds, the
tens, and the ones to get
In the second problem, encourage students to
700 + 80 + 7 = 787 the sum in expanded form. think about how the expanded form is made
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

So, 425 + 362 = _
787 .
Then you change that to from the standard form.
the standard form.

2. Write the numbers in standard form. Math MTR Engage in discussions on

Talk
134 = 100 + 30 + 4 4.1 mathematical thinking.
Explain why this might
Common Errors
+
__249 = _____
200 + 40 + 9 be called the break apart
strategy. Common
Error Errors
Students may make errors in the value
383 = 300 + 70 + 13
of a digit when breaking apart addends to
90 Florida’s B.E.S.T. Go Math! Grade 3 add.
Example Students f ind 343 = 300 +
3_mflese661030_c03l01.indd 90 12/07/21 2:25 PM 4 + 3 and 259 = 200 + 5 + 9. They
add each place value: 300 + 200 =
Logical / Mathematical 500; 4 + 5 = 9; 3 + 9 = 12. 500 + 9
Ready for More Individual / Partners + 12 = 521.
Springboard to Learning Have students
• Challenge students with the following
mathematical problems: record the addition example in a place-value
chart format. As they write an addend in
• What are two 3-digit addends that have a sum expanded form, have them say the value of
of 555? Possible answer: 444 and 111 each digit using the place-value chart.
• What are two 3-digit addends that have a sum
of 555 in which you need to regroup the ones?
Possible answer: 239 and 316

• What are two 3-digit addends that have a sum

of 555 in which you need to regroup the tens?
Possible answer: 171 and 384

• Have students write their own problems like

the ones above. Tell them they should choose a
different sum. Have them trade problems with a
partner to solve.

Chapter 3 • Lesson 1   90

 CorrectionKey=FL-B

Name
Use the checked problems for Quick Check.
Students should show their answers for the Estimate. Then use expanded form to find the sum. Possible estimates are given.
Quick Check on their MathBoards. 3. Estimate: _
600 4. Estimate: _
650

142 = 100 + 40 + 2 459 = 400 + 50 + 9

Quick Check MTSS RtI + 436 =
__ 400 + 30 + 6
___ + 213 =
__ 200
____+ 10 + 3
Quick Check MTSS RtI 578 500 + 70 + 8 672 600 + 60 + 12
If 5. Estimate: _
700 6. Estimate: _
900
If a student misses the checked
problems 291 = 200 + 90 + 1 654 = 600 + 50 + 4
+ 420 =
__ 400 + 20 + 0
____ + 243 =
__ 200 + 40 + 3
___
Then Differentiate Instruction with
• Reteach 3.1 711 600 + 110 + 1 897 800 + 90 + 7
• Waggle MA.3.NSO.2.1 On Your Own
Estimate. Then use expanded form to find the sum. Possible estimates are given.
7. Estimate: _
750 8. Estimate: _
350

435 = 400 + 30 + 5 163 = 100 + 60 + 3

4 Elaborate +
__312 =
747
300
___ + 10 + 2
700 + 40 + 7
+
__205 =
368
200 + 0 + 5
___
300 + 60 + 8
9. There are three baby giraffes at the zoo. 10. During one week, a bowling alley had
On Your Own One weighs 148 pounds, one weighs
125 pounds, and the other weighs 137
348 customers on Thursday night and
465 customers on Friday night. The following
If students complete the checked problems pounds. What is their combined weight? week, the bowling alley had 212 customers
correctly, they may continue with the On Your on Thursday and 318 customers on Friday.
About how many customers did the bowling
Own section. alley have during those 4 days?

MTR 6.1 Assess reasonableness of solutions.

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

410 pounds About 1,330 customers

For Problems 7–8 and 11–18, remind students Estimate. Then solve. Possible estimates are given.
to estimate the sum before finding the
11. 163 + 205 368 12. 543 + 215 758 13. 213 + 328 541 14. 372 + 431 803
sum. Students’ estimates may vary. Accept estimate: 400 estimate: 750 estimate: 500 estimate: 800
reasonable estimates. 15. 152 + 304 456 16. 268 + 351 619 17. 413 + 257 670 18. 495 + 312 807
For these problems, tell students to record by estimate: 450 estimate: 600 estimate: 700 estimate: 800

writing each addend in expanded form and by

Chapter 3 • Lesson 1 91
writing the sum.

3_mflese661030_c03l01.indd 91 12/07/21 2:25 PM

Meeting Individual Needs

Reteach 3.1 Enrich 3.1
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

LESSON 3.1 LESSON 3.1

Name Name
Reteach Enrich

Use Expanded Form to Add Find the Errors

You can use expanded form to add. Find the error in each problem. Describe the error.
Add. 263 + 215 Then write the correct sum.
400 + 50 + 0
Think and Record Model 1 Asha used the break apart strategy to + 500 + 30 + 0
find 405 + 503. She added the place
Step 1 Estimate. Round to the 900 + 80 + 0 = 980
263 = 2 hundreds + 6 tens + 3 ones values and got 980.
nearest hundred.
300 + 200 = 500 She wrote both 405 and 503 incorrectly in the expanded

Step 2 Start with the hundreds. Break forms; 908

apart the addends. Then add
2 Mick used the break apart strategy to 500 + 80 + 0
each place value.
215 = 2 hundreds + 1 ten + 5 ones + 300 + 40 + 8
find 580 + 348. He added the place
263 = 200 + 60 + 3
215 = 200 + 10 + 5 values and got 828. 800 + 120 + 8 = 828
He forgot to regroup 120 tens as 1 hundred 20 tens; 928
400 + 70 + 8

Step 3 Add the sums.

3 Karl used the break apart strategy 400 + 90 + 9
400 + 70 + 8 = 478 + 300 + 20 + 5
to find 409 + 325 and got a sum
of 814. 700 + 110 + 4 = 814
So, 263 + 215 = 478. He added the ones digits incorrectly and forgot to regroup;
4 hundreds + 7 tens + 8 ones = 478
9 + 5 = 14; He also wrote 409 in expanded form incorrectly; 734
Possible estimates are
Estimate. Then use expanded form to find the sum. given.
4 Why is it important to write any zero in the correct
1 Estimate: 700 2 Estimate: 900 place-value position when using the break apart strategy to add?
242 = 200 + 40 + 2 469 = 400 + 60 + 9 Possible answer: if you write the zero in the incorrect place-value position,
+
__536 = 500 + 30 + 6 +
__413 = 400 + 10 + 3
7 7 8 = 700 + 70 + 8 8 8 2 = 800 + 70 + 12 your answer will be wrong because you will be adding an incorrect

number.
3 Estimate: 900 4 Estimate: 800
385 = 300 + 80 + 5 527 = 500 + 20 + 7
Go Online +
__519 = 500 + 10 + 9
9 0 4 = 800 + 90 + 14
+
__266 = 200 + 60 + 6
7 9 3 = 700 + 80 + 13
12 12
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c03r01.indd 12 7/6/21 2:21 PM 3_mflean1822132_c03e01.indd 12 7/6/21 2:19 PM

91 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World

Use the table for 19–20. Problem Solving Real

Number of Students Applications World
19. Which two schools together have fewer than
600 students? Explain. School Number
Harrison 304
MTR 3.1 Complete tasks with mathematical
Harrison School and Montgomery School; Possible
Montgomery 290
fluency.
explanation: Harrison School has 4 more than 300 Bryant 421 For Problems 19–20, suggest that students
students. Montgomery school has only 290 students. use estimation skills to help them solve the
problems.
So, the sum has to be less than 600.

20. The number of students in Collins School is more than

double the number of students in Montgomery School. on the
Spot
Higher-Order Thinking
What is the least number of students that could attend
Collins School? MTR 4.1 Engage in discussions on
581 students mathematical thinking.
Problem 21 Students compare an incorrect
21. Lexi used the break apart strategy to find 145 + 203.
Describe her error. What is the correct sum?
answer to the correct answer that they need
to find and explain what error was made.
100 + 40 + 5
+ 200 + 30 + 0
___ MTR 3.1 Complete tasks with mathematical
300 + 70 + 5 = 375 fluency.
The expanded form of 203 should be 203 = 200 + 0 + 3; 348.
Problem 22 Students should use estimation
22. MTR Is the sum of 425 and 390 less than or greater than to determine the answer. Be sure students
800? How do you know? explain their choice.
I estimated that 400 + 400 = 800. So, the sum is greater than 800 Problem 23 Students may be able to find
because 390 is only 10 less than 400 but 425 is 25 more than 400. the sum but not show their work. Help them
© Houghton Mifflin Harcourt Publishing Company step through their solution process and
23. What is the sum of 421 and 332? Show your work. record their reasoning. Students may show
421 + 332 = 753
how to write numbers in expanded form
by adding hundreds, then tens, then ones
or they may use place-value charts or quick
drawings.

92 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c03l01.indd 92 12/07/21 2:25 PM

5 Evaluate Formative
Assessment
DIFFERENTIATED INSTRUCTION • Independent Activities

I Can
Grab
TM

and Have student teams present to another team

how to explain the I Can statement.
Version 2.0
I can use the expanded form to add by . . .
Differentiated Centers Kit breaking apart the addends into hundreds, tens, and ones,
and then I can add each place value.
Tabletop Flipchart Readers
Mini-lessons for reteaching With Lexile® scores Math Journal WRITE Math
to targeted small groups
Explain how to use expanded form to find
247 + 358.
Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 3 • Lesson 1   92

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 3.1
Practice and Homework
• Built-in student supports Use Expanded Form to Add
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Estimate. Then use expanded form to find the sum.
Possible estimates are given.
Practice and Homework
800
1. Estimate: _ 900
2. Estimate: _

Use Expanded Form to Add 325 = 300 + 20 + 5 518 = 500 + 10 + 8

+ 494
__ = __
400 + 90 + 4 + 372 =
__ __
300 + 70 + 2
Use the Practice and Homework pages to 819 700 + 110 + 9 890 800 + 80 + 10
provide students with more practice of the
concepts and skills presented in this lesson. 900
3. Estimate: _ 800
4. Estimate: _
Students master their understanding as they
complete practice items and then challenge 495 = 400 + 90 + 5
731 = 700 + 30 + 1
their critical thinking skills with Problem + 207
__ = __
200 + 0 + 7 + 254 =
__ __
200 + 50 + 4
938 900 + 30 + 8 749 600 + 140 + 9
Solving. Use the Write Math section to
determine students’ understanding of content
Problem Solving Real
for this lesson. Encourage students to use their World
Math Journals to record their answers.
Use the table for 5–6.

5. Laura is making a building using Set A Build-It Blocks

and Set C. How many blocks can she
Set Number of Blocks
use in her building?
A 165

410 blocks B 188

C 245
6. Omagi is making a building using Set B
and Set C. How many blocks can he
use in his building?
© Houghton Mifflin Harcourt Publishing Company

433 blocks

7. WRITE Math Explain how to use the break

apart strategy to find 247 + 358.
Check students’ work.

Chapter 3 • Lesson 1 93

3_mflese661030_c03p01.indd 93 12/07/21 2:22 PM

PATH TO FLUENCY • Activity

Addends with a Sum of 1,000

Investigate Students find examples of two 3-digit • Then have students investigate and list three
numbers with a sum of exactly 1,000. examples of two 3-digit addends that have a sum of
• Tell students that they can use what they know about exactly 1,000.
the break apart strategy to build two 3-digit numbers • Have students share their examples and how they
that combine to form a sum of a given number. found their numbers. Have students compare the
Describe the following example for a sum of 999: addends they found.
400 + 60 + 7 = 467 Summarize Have students write an explanation for how
500 + 30 + 2 = 532 they found two 3-digit addends with a sum of 1,000.
900 + 90 + 9 = 999
• Have students find a different example with a sum of
999.

93 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
9. Arthur read two books last week. One 10. One skeleton in a museum has students in previously taught concepts and to
book has 216 pages. The other book 189 bones. Another skeleton has promote content retention.
has 327 pages. Altogether, how many 232 bones. How many bones are in
pages are in the two books? the two skeletons?

543 pages 421 bones

Spiral Review
11. Culver has 1 quarter, 3 dimes, and 12. Felicia has 34 quarters, 25 dimes, and
1 penny. How much money does he 36 pennies. How many coins does
have? Felicia have?

56¢ 95 coins

13. Jonas wrote 9 + 8 = 17. What 14. At Kennedy School there are 37 girls
equation shows the Commutative and 36 boys in the third grade. How
Property of Addition? many students are in the third grade
at Kennedy School?
© Houghton Mifflin Harcourt Publishing Company

8 ∙ 9 ∙ 17 73 Students

94 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c03p01.indd 94 04/08/21 8:44 PM

Chapter 3 • Lesson 1   94

LESSON
3.2 Lesson at a Glance
Use Place Value to Add

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including I can use place value to add 3-digit numbers.
using a standard algorithm with procedural fluency.
Learning Goal
Mathematical Thinking & Reasoning Standards
Use place value to add 3-digit numbers.
● MTR.1.1 Actively participate in effortful learning.
● MTR.3.1 Complete tasks with mathematical fluency. Language Objective
● MTR.4.1 Engage in discussions on mathematical thinking. Students write their best advice on how to use place value to
● MTR.5.1 Use patterns and structure. add 3-digit numbers.
● MTR.6.1 Assess reasonableness of solutions. MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.1 Add and subtract ● MA.4.NSO.2.7 Explore the addition and
two whole numbers with sums up to multi-digit whole numbers including using subtraction of multi-digit numbers with
1,000. Explore the subtraction of a whole a standard algorithm with procedural decimals to the hundredths.
number from a whole number, each no fluency.
larger than 1,000.

ABOUT THE MATH

If Students Ask
Why do I need to learn different strategies for adding Knowing different strategies allows students to choose
numbers? Having conceptual understanding of different the best approach to solve a particular problem.
strategies helps students develop flexibility and fluency Many students are able to use expanded form to do
in computation. This in turn helps students compute mental math fluently. However, as students progress
efficiently, whether they use paper and pencil or mental mathematically, they will tend to use place value over the
math procedures. break apart method.

For more professional learning,

95A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 1 Engage
with the Interactive Student Edition

I Can Objective
DAILY ROUTINES I can use place value to add 3-digit numbers.

Making Connections
Problem of the Day 3.2 Engage students in a discussion about recycling.
Pete used expanded form to find 283 + 315. Write an • What does the word recycle mean? reusing raw
equation to show how Pete used this strategy to find materials to create new materials, for example,
283 + 315. melting down glass or metal to create new
500 + 90 + 8 = 598. glass and metal objects, or dissolving paper or
cardboard to make recycled paper
Vocabulary • Can you name some items that can be recycled?
• Interactive Student Edition Possible answers: glass, metal, plastic, and paper
• Multilingual Glossary
Learning Activity
Lucia sees a truck taking 162 bottles and 248 cans
Fluency Builder to a recycling center.
Mental Math Have students practice using place value to • What information are you given in this
add two numbers. Write the following problems on the problem? Lucia observes a truck taking bottles
board. Have students practice using place value to add by and cans to the recycling center.
solving the problems. Have students check answers with a
• How many bottles and cans are there? 162
partner.
bottles and 248 cans
500 + 300 = 800
• How could you use rounding or compatible
40 + 30 = 70 numbers to estimate the sum? 160 + 250 = 410
600 + 100 = 700
20 + 90 = 110
800 + 200 = 1000
60 + 10 = 70
200 + 400 = 600
50 + 40 = 90

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge
Write a 2-digit addition problem such as 39 + 46 on
the board. Have students estimate the sum. Then have
students use i Tools: Base-Ten Blocks to find the sum.
• Do you need to regroup ones for a ten? How do you
know? Yes; possible explanation: there are more than 9
ones in all, and you cannot have a 2-digit number in the
ones place.
• Do you need to regroup tens? Explain. No; possible
explanation: there are fewer than 10 tens in all. You
would have to have 10 tens to regroup for a hundred.

Chapter 3 • Lesson 2   95B

 CorrectionKey=FL-B

LESSON 3.2 CHAPTER 3

Name Lesson 2
2 Explore
Florida’s B.E.S.T.
Use Place Value to Add ● Number Sense & Operations 3.NSO.2.1
● Mathematical Thinking & Reasoning
I Can use place value to add 3-digit numbers. MTR.1.1, MTR.3.1, MTR.4.1, MTR.5.1,
MTR.6.1

Real
Unlock the Problem World UNLOCK the Problem Real
World
Point out that the map at the top of the page Dante is planning a trip to Illinois.
is of the United States. The distances are His airplane leaves from Dallas,
Texas, and stops in Tulsa, Oklahoma.
measured in miles because miles are a good
Then it flies from Tulsa to Chicago, Chicago
unit of measurement for long distances. Help Illinois. How many miles does
students to understand how long a mile is by Dante fly? 585 miles
Tulsa
pointing out something that is about 1 mile 236 miles
away from school.
Use place value to add two addends. Dallas
• What is another way to estimate the sum? Add. 236 + 585
Possible answer: I could have used compatible numbers
Estimate. 200 + 600 = _
800
like 225 and 575 to get 225 + 575 = 800.

MTR 1.1 Actively participate in effortful STEP 1 STEP 2 STEP 3

learning. Add the ones. Regroup the Add the tens. Regroup the Add the hundreds.
ones as tens and ones. tens as hundreds and tens.
• How can you determine if the sum will be
1 1 1
greater than or less than your estimate? 2 3 6 2 3 6
1
2 3 6
1

Possible response: If I rounded both 236 and 585 down + 5 8 5

__ + 5 8 5
__ +
__5 8 5
1 2 1 8 2 1
to 225 and 575, the sum will be greater.
Have students complete Steps 1–3. Point out 821
236 + 585 = _ Common Error

that in each step, there is a small 1 above at 821 miles.

So, Dante flies _
Remember to add the
regrouped ten and
least one digit in the first addend. 821 is close to the estimate of _
800 , hundred.
Since _
• In Step 1, what does the small 1 above the the answer is reasonable.
© Houghton Mifflin Harcourt Publishing Company

3 mean? Possible answer: 6 + 5 = 11, so I have to 11

regroup 11 ones as 1 ten 1 one. The 1 above the digit • You can also use the Commutative Property 585
3 means 1 ten. of Addition to check your work. Change the +2 3 6
__
order of the addends and find the sum. 82 1
• In Step 2, what does the small 1 above the
2 mean? Possible answer: I add 10 + 30 + 80 = 120.
So, I have to regroup 12 tens as 1 hundred 2 tens. The
1 above the digit 2 means 1 hundred. Go Online For more help Chapter 3 • Lesson 2 95

MTR 4.1 Engage in discussions on

mathematical thinking. 3_mflese661030_c03l02.indd 95 04/08/21 8:42 PM

• What is the Commutative Property of

Addition? Possible answer: It means I can add
numbers in any order and still get the same sum. Multilingual Support
STRATEGY: Elicit Prior Knowledge
Students build on prior knowledge to understand the term rounding
using a number line and total physical response.
• Display on the wall or floor a number line that is labeled from
0 to 100 by 10s.
• Show an example of rounding by standing and/or having students
stand at one place value and jump to the closest ten.
• Ask students use the number line to show a partner what they
already know about the concepts of being closer and rounding to
the nearest 10.

Go Online
Video Tutorials and
Interactive Examples

95 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Try This! Find 563 + 48 in two ways.

Estimate. 550 + 50 = _600
Try This!
A Use the break apart strategy. B Use place value.
If students have difficulty finding the sum in
Problem A, suggest that they break apart
11 11 to add 500 + 100 + 10 + 1.
563 = 500 + 60 + 3
+_48 = 563
40 + 8 For Problem B, you may need to remind
+
_ 48
students to think about whether they will
500 + 100 + 11 = 611 611
need to regroup to find the sum.
• How are the two methods alike? In both
cases, I add each place one at a time. How are the
Use place value to add three addends.
methods different? In the break apart method,
A Add. 140 + 457 + 301
I break each number into parts and then add the
Estimate. 150 + 450 + 300 = _
900 individual parts. In the place value method, I don’t
break the numbers apart, but rather use regrouping.
STEP 1 Add the ones. STEP 2 Add the tens. STEP 3 Add the hundreds.
140 140 140
• Which method do you think is easier?
457 457 457 Explain. Answers will vary. Possible answer:
+301
__ +301
__ +301
__ place value because I don’t have to break
8 98 898
numbers apart
898 .
So, 140 + 457 + 301 = _ • What if you knew the problem involved
regrouping? Would you still use the same
method? Possible answer: In that case, the break
B Add. 173 + 102 + 328 apart strategy might be a little easier because
600 I wouldn’t have to regroup.
Estimate. 200 + 100 + 300 = _
In Problem A, students use place value as
STEP 1 Add the ones. STEP 2 Add the tens. STEP 3 Add the hundreds.
another strategy for adding three addends.
Regroup the ones Regroup the tens as
© Houghton Mifflin Harcourt Publishing Company • Do you need to regroup to find the sum?

© Houghton Mifflin Harcourt Publishing Company

as tens and ones. hundreds and tens.
How do you know? No. The sum of the digits in
1 1 1 1 1
173 173 17 3 each place is less than 10.
102 102 102
+328
__ +328
__ +328
__ In Problem B, help students recognize that
3 03 603 this problem involves regrouping ones and
So, 173 + 102 + 328 = _
603 . regrouping tens.
• How many times do you need to regroup
96 Florida’s B.E.S.T. Go Math! Grade 3
to add 173, 102, and 328? Explain. Two times;
possible explanation: first you need to regroup 13 ones
3_mflese661030_c03l02.indd 96 12/07/21 2:24 PM
as 1 ten 3 ones. Then you need to regroup 10 tens as
1 hundred 0 tens.
• In Step 2, why do you write a 0 in the
Ready for More Logical / Mathematical
Partners tens place? because there were 0 tens left after
regrouping 10 tens as 1 hundred
• What is the greatest sum of three different
1-digit numbers? 24; 9 + 8 + 7
Common Errors
• What is the greatest sum of three different Common Errors
2-digit numbers? 294; 99 + 98 + 97
Error When using the place value strategy,
• Have students discuss any patterns they observe. students may forget to regroup and instead
Students should recognize that in both cases, write a 2-digit number in one place.
the digits 9, 8, and 7 are used. Then challenge
them to use the same reasoning to find the least Example In Try This! Problem B,
sum of three different 2-digit numbers. students may give an answer of 6,011
33; 10 + 11 + 12 because they don’t regroup 10 ones
as 1 ten.
Springboard to Learning Have students
draw vertical lines between the digits, and
remind them that only one number can go
between each pair of lines.

Chapter 3 • Lesson 2   96

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board

1. Circle the problem in which you need to regroup. Possible strategy is given.
Math Use the strategy that is easier to find its sum.
Share and Show Board
496 + 284 496 = 400 + 90 + 6
+ 284 = 200 + 80 + 4
Use the checked problems for Quick Check. 482 + 506 600 + 170 + 10 = 780

MTR 3.1 Complete tasks with mathematical Estimate. Then find the sum. Possible estimates are given.
fluency.
2. Estimate: _
600 3. Estimate: _
900 4. Estimate: _
1,000 800
5. Estimate: _

Math Use Math Talk to check students’ 251 479 686 231
Talk understanding of different mental +
__345 +
__395 +
__314 410
math strategies. 596 874 1,000 +
__158
Math Talk: Possible explanation: 403 is 3 more than 400, 799
• Compare your explanation to your and 201 is 1 more than 200. Add 400 and 200 to get 600. Math MTR Complete tasks with
Then add 3 and 1 to get 4. Add 600 and 4 to get 604. Talk
classmates’ explanation. Did you use the 3.1 mathematical fluency.

same strategy? Answers will vary. On Your Own How can you compute
403 + 201 mentally?

Estimate. Then solve. Possible estimates are given.

Quick MTSS RtI

Quick Check
6. 253 + 376 629 7. 654 + 263 917 8. 321 + 439 + 112 872
Check MTSS RtI estimate: 600 estimate: 900 estimate: 850

9. 182 + 321 503 10. 701 + 108 809 11. 543 + 372+ 280 1,195
If estimate: 500 estimate: 800 estimate: 1,200
If a student misses the checked
problems MTR Find the unknown digits.

Then Differentiate Instruction with 12. 124 13. 372 14. 253 15. 386
• Reteach 3.2 +__
133 +__
614 429
+__ +__
517
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

• Waggle MA.3.NSO.2.1 257 986 682 903

16. There are 431 crayons in a box and 204 crayons on the
floor. About how many fewer than 1,000 crayons are

4 Elaborate there? Estimate. Then solve.

About 400 crayons; estimate 1,000 – 600 = 400; 431 + 204 = 635; 1,000 – 635 = 365

Chapter 3 • Lesson 2 97

On Your Own
MTR 5.1 Use patterns and structure. 3_mflese661030_c03l02.indd 97 05/08/21 1:13 PM

Meeting Individual Needs

Problems 12–15 Students generalize what
they know about adding and regrouping to DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 3.2 MTSS RtI1 CorrectionKey=FL-A Enrich 3.2
DO NOT EDIT--Changes must be made through “File info”

find unknown digits.

LESSON 3.2 LESSON 3.2
Name Name

For Problems 12–15, have students record steps Reteach Enrich

to explain how they found each unknown Use Place Value to Add Back and Forth Addition
digit. For example, for the unknown digit in You can use place value to add 3-digit numbers. A palindrome reads the same forward as it does backward.

Add. 268 + 195 Estimate. 300 + 200 = 500 Forward Backward Try This
the ones place in Problem 12, students may Step 1 Add the ones. If there are 10 or more ones,
mom mom
Start with a 3-digit number: 142
deed deed
note asking what number plus 4 would give a
regroup as tens and ones.
Reverse it: 241
1
8 ones + 5 ones = 13 ones A number can also be a palindrome.
268 Add the two numbers:
7 in the ones place. 3 + 195
__
3
13 ones = 1 ten 3 ones Forward
22
Backward
22
142 + 241 = 383
You get a palindrome!

MTR 6.1 Assess reasonableness of solutions.

313 313
Step 2 Add the tens. Regroup the tens as hundreds and tens. You may need to reverse and add
11 more than one time.
268 1 ten + 6 tens + 9 tens = 16 tens Find a palindrome. Show your work.

Problem 16 Have students discuss whether it +

_ 195
63
16 tens = 1 hundred 6 tens
1 125 2 207
makes sense to round the number of crayons Step 3 Add the hundreds.
11
125 + 521 = 646 207 + 702 = 909

to the nearest ten or the nearest hundred. 268

+ 195
__ 1 hundred + 2 hundreds + 1 hundred = 4 hundreds
3 316 4 443
463
Students may explain that rounding to the
316 + 613 = 929 443 + 344 = 787

So, 268 + 195 = 463.

5 Sandy says that if you add two numbers that are
nearest hundred makes it easier to subtract Estimate. Then find the sum. Possible estimates are given. palindromes, the sum will always be a palindrome. Do you agree?
Explain.
the number from 1,000 while rounding to the 1 Estimate: 450
156
2 Estimate: 750
347
3 Estimate: 600
472
4 Estimate: 800
239
No; possible explanation: 171 and 262 are palindromes but the sum of 171

nearest ten results in a more accurate estimate.

and 262 is 433; it is not a palindrome.
+ 323
__ + 390
__ + 108
__ + 570
__
479 737 580 809
5 Estimate: 676 6 Estimate: 575 7 Estimate: 725 8 Estimate: 900
6 Stretch Your Thinking Find a 3-digit number you can use to make a
110 258 471 585
Go Online
palindrome. Write your number. Then use it to make a palindrome.
+ 576
__ + 324
__ + 269
__ + 309
__
Possible answer: 134; 134 + 431 = 565
686 582 740 894
13 13
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c03r02.indd 13 7/6/21 2:22 PM 3_mflean1822132_c03e02.indd 13 7/6/21 2:19 PM

97 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World
Real
17. A plane flew 187 miles from New York City,
New York, to Boston, Massachusetts. It then Boston
on the
Problem Solving World
flew 273 miles from Boston to Philadelphia, 273 miles
187 miles
Spot
Applications
Pennsylvania. The plane flew the same New York City
distance on the return trip. How many miles Philadelphia

did the plane fly?

Higher-Order Thinking
a. What do you need to find?
Problem 17 Have students read the problem
how many miles the plane flew
and discuss what they need to find. Students
b. What is an estimate of the total distance?– will need to add to solve this multistep
Possible estimate: 200 + 270 + 200 + 270 = 940 problem.
c. Show the steps you used to solve d. How do you know your answer is MTR 6.1 Assess reasonableness of solutions.
the problem. reasonable?
Possible steps are given. When students complete the problem, ask:
1 1
187
1
460 Possible answer: The total number of • Why is an estimate important? Possible
+
__273 +460
__ answer: so I can check the reasonableness of
460 920 miles, 920, is close to the estimate, 940.
my answer
e. The total distance is _
920 miles round trip.
Have a volunteer share the steps he or she
wrote in 17c.

18. Help Max find the sum of the problem.

MTR 3.1 Complete tasks with mathematical
fluency.
4 51
246 Problem 18 Assess how well students
+222 understand and apply regrouping. For
each place value, students must determine
For numbers 18a–18d, choose Yes or No to tell if Max should regroup.
whether regrouping is needed. Students
18a. Regroup the ones. ● Yes ● No © Houghton Mifflin Harcourt Publishing Company who incorrectly select 18a or 18b may not
18b. Add the regrouped ten. ● Yes ● No
understand that the ones are not regrouped.
18c. Regroup the tens. ● Yes ● No

18d. Add the regrouped hundred.

5 Evaluate Formative
● Yes ● No

Assessment

98 Florida’s B.E.S.T. Go Math! Grade 3

I Can
3_mflese661030_c03l02.indd 98 12/07/21 2:24 PM Have students write their best advice to
DIFFERENTIATED INSTRUCTION • Independent Activities explain how to complete the I Can statement.
I can use place value to add 3-digit numbers
by . . . adding the numbers in each place value and
Grab
TM

and regrouping when I can.

Version 2.0
Differentiated Centers Kit Math Journal WRITE Math
Explain one way to add 3-digit numbers.
Tabletop Flipchart Readers
Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 3 • Lesson 2   98

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 3.2
Practice and Homework
• Built-in student supports Use Place Value to Add
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Estimate. Then find the sum. Possible estimates are given.
Practice and Homework 600
1. Estimate: _ 850
2. Estimate: _ 475
3. Estimate: _ 500
4. Estimate: _
1

324 519 323 169

Use Place Value to Add + 285
__ + 347
__ + 151
__ +
__354
Use the Practice and Homework pages to 609 866 474 523
provide students with more practice of the
concepts and skills presented in this lesson. 400
5. Estimate: _ 800
6. Estimate: _ 600
7. Estimate: _ 800
8. Estimate: _
Students master their understanding as they
complete practice items and then challenge 127 258 311 534
their critical thinking skills with Problem + 290
__ +
__565 + 298
__ +
__256
Solving. Use the Write Math section to 417 823 609 790
determine students’ understanding of content
for this lesson. Encourage students to use their Real
Math Journals to record their answers. Problem Solving World

9. Mark has 215 baseball cards. Emilio 10. Antonio has 330 pennies. Niev has
has 454 baseball cards. How many 268 pennies. Rachel has 381 pennies.
baseball cards do Mark and Emilio Which two students have more than
have altogether? 700 pennies combined?

669 baseball cards

_______ Antonio and Rachel
_______
© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Explain one way to add 3-digit numbers.

Check students’ work.

Chapter 3 • Lesson 2 99

3_mflese661030_c03p02.indd 99 12/07/21 2:21 PM

PATH TO FLUENCY • Activity

Regrouping to Add 3-Digit Numbers • For example, the first player may write 436 as the first
Materials MathBoard addend. The second player may write 667, and then
add to get 1,103 as the sum.
In this lesson, students add 3-digit numbers, sometimes
• A point is scored for writing an addend that
regrouping ones as tens or tens as hundreds. This activity
requires regrouping in each place. Another point is
will extend the lesson to include regrouping hundreds
scored for the correct sum.
as thousands and will help students identify regrouping
situations. • Play continues until each player scores 10 points.
Investigate Students will work with a partner to make Summarize Ask students how they know when they will
up regrouping problems, challenging each other to need to regroup ones, tens, and hundreds. Ask students
complete and solve 3-digit addition problems. what two 3-digit numbers could be added to have the
greatest sum.
• One partner writes a 3-digit number on the
MathBoard and challenges the partner to write an
addend that would involve regrouping in three places.
The partner writes the addend and finds the sum. The
first partner estimates the sum to see if it is reasonable
and then adds to verify the answer.

99 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
12. There are 167 students in the third 13. Jamal read a book with 128 pages. students in previously taught concepts and to
grade. The same number of students Then he read a book with 179 pages. promote content retention.
attend the fourth grade. How many How many pages did Jamal read?
third graders and fourth graders
are there?

334 students 307 pages

Spiral Review
14. Alexei travels 248 miles on Monday. 15. Waylon made $14, $62, $40, and $36
He travels 167 miles on Tuesday. mowing lawns. How much did he
Estimate the total number of miles make mowing lawns?
Alexei travels.

Possible answer: about 400 miles $152

16. There are 24 students in 17. There were 475 children at the
Mrs. Cole’s class and 19 students baseball game on Sunday. What is
in Mr. Garmen’s class. How many 475 rounded to the nearest ten?
students are in the two classes? © Houghton Mifflin Harcourt Publishing Company

43 students 480

100 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c03p02.indd 100 12/07/21 2:21 PM

Chapter 3 • Lesson 2   100

LESSON
3.3 Lesson at a Glance
Use Place Value to Subtract

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including I can use place value to subtract 3-digit numbers.
using a standard algorithm with procedural fluency.
Learning Goal
Mathematical Thinking & Reasoning Standards
Use place value to subtract 3-digit numbers.
● MTR.1.1 Actively participate in effortful learning.
● MTR.2.1 Demonstrate understanding in multiple ways. Language Objective
● MTR.3.1 Complete tasks with mathematical fluency. Students sketch and explain to a partner how you can use
● MTR.4.1 Engage in discussions on mathematical thinking.
place value to subtract 3-digit numbers.
● MTR.5.1 Use patterns and structure. MATERIALS
● MTR.6.1 Assess reasonableness of solutions.
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.1 Add and subtract ● MA.4.NSO.2.7 Explore the addition and
two whole numbers with sums up to multi-digit whole numbers including using subtraction of multi-digit numbers with
1,000. Explore the subtraction of a whole a standard algorithm with procedural decimals to the hundredths.
number from a whole number, each no fluency.
larger than 1,000.

ABOUT THE MATH

Teaching for Depth
In this lesson, students use the traditional place-value strategies used for adding and for subtracting. For
strategy to subtract 3-digit numbers. To use this strategy, example, in addition, after adding the ones, 10 or more
students need to understand when they should regroup ones are regrouped as tens and ones; in subtraction, when
and in which place values. It is important to model place- there are not enough ones, a ten is regrouped as ones.
value language for students when regrouping as well, for Be sure students notice that the place-value procedures
example, “I can regroup 7 tens 3 ones as 6 tens 13 ones.” always begin with the ones digits.
Remind students of the inverse relationship between
addition and subtraction to help them compare and contrast

For more professional learning,

101A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 3.3 with the Interactive Student Edition
There are three shows at the Wood Theater. On Friday, 345
people attend the show. On Saturday, 459 people attend, I Can Objective
and on Sunday, 435 people attend the show. List the days
I can use place value to subtract 3-digit numbers.
in order from greatest to least attendance.
Saturday, Sunday, Friday Making Connections
Lead students in a discussion about ants and ant
Vocabulary colonies.
• Interactive Student Edition • What type of animal is an ant? an insect
• Multilingual Glossary
• What have you seen ants carry? Possible
answers: sticks, leaves, crumbs of food, or sand
Fluency Builder
Learning Activity
Have students practice 2-digit subtraction problems that
There are 716 ants in an ant colony. Then 257 ants
require regrouping. Ask questions similar to the following:
move out. How many ants are there now?
• Would you need to regroup to find the difference 51––36 ?
• How many ants are in the colony at the start of
If so, how? Yes, regroup 5 tens and 1 one as
the story? 716
4 tens and 11 ones.
• Would you need to regroup to find the difference 56––31 ? • How many ants move out of the colony? 257
If so, how? No, because 5 > 3 and 6 > 1. • What are you asked to find? how many ants are
• Would you need to regroup to find the difference 42––37 ? left
If so, how? Yes, regroup 4 tens and 2 ones as
• Will the answer be greater than 716 or less than
3 tens and 12 ones.
716? less Why? Possible explanation: because we
have to subtract, which reduces the total
• How can you use rounding or compatible
FOCUSING ON THE WHOLE STUDENT numbers to estimate the answer? Possible
answer: I could round 716 to 700 and 257 to 300.
The estimate is 400.
Supporting All Learners
Build students’ awareness of the importance of listening
to others’ reasoning. A learning mindset helps them Common Errors
discover there is more than one way to find an answer
(and sometimes more than one correct answer). When Common
Error Errors
Students may regroup incorrectly.
you are comparing strategies with a partner, it is Example In Try This! Problem C,
important that you support the other person’s learning students regroup 9 hundreds 1 ten
as well as your own. Do you listen closely to the other as 8 hundreds 11 tens, but forget
person’s reasoning? Can you describe how it is the same to record the regrouped hundred.
or different? When you work with a partner, you can Therefore, they find a difference of
learn more than one way to reach a solution. 591 instead of 491.
Springboard to Learning Tell students that
whenever they need to regroup to subtract,
they must change two digits in a number.
Students may want to draw a line through
both digits before they regroup so that they
remember to record correctly.

Chapter 3 • Lesson 3   101B

 CorrectionKey=FL-B

LESSON 3.3 CHAPTER 3

Name Lesson 3
2 Explore
Florida’s B.E.S.T.
Use Place Value to Subtract ● Number Sense & Operations 3.NSO.2.1
● Mathematical Thinking & Reasoning
I Can use place value to subtract 3-digit numbers. MTR.1.1, MTR.2.1, MTR.3.1, MTR.4.1,
MTR.5.1, MTR.6.1

Real UNLOCK the Problem Real

Unlock the Problem World World
Ava sold 473 tickets for the school
MTR 4.1 Engage in discussions on play. Kim sold 294 tickets. How many
• Do you need to combine or compare
the number of tickets sold?
mathematical thinking. more tickets did Ava sell than Kim?
compare
Some students may think the word more
• Circle the numbers you will need
means they should add. Point out that Ava Use place value to subtract. to use.
sold more tickets than Kim, so they need to Subtract. 473 − 294
Estimate. 475 − 300 = 175
__
find the difference.
• How is using the place value strategy for STEP 1 STEP 2 STEP 3
subtraction similar to using it for addition?
Subtract the ones. Subtract the tens. Subtract the hundreds.
Possible answer: In addition, I add the ones, the tens, 3 < 4, so regroup. 6 < 9, so regroup. Add to check your answer.
and then the hundreds. In subtraction, I subtract the
7 tens 3 ones = 4 hundreds 6 tens =
ones, the tens, and then the hundreds.
13 ones
6 tens _ 16 tens
3 hundreds _
• How can you use addition to check 16 16

subtraction? If I add the difference to the bottom 6 13

4 7 3
3 6 13
4 7 3
3 6 13
4 7 3 179
11

number, the answer should be the top number. −2

__ 9 4 −2
__ 9 4 −2
__ 9 4 +29 4
__
9 79 179 47 3
• Why do you need to regroup? Possible answer:
3 ones are not enough to subtract 4 ones from, so So, Ava sold __
179 more tickets than Kim.
I need to regroup 7 tens 3 ones as 6 tens 13 ones. Also,
Since __ 179 175
is close to the estimate of __ , the
6 tens are not enough to subtract 9 tens from, so I need
answer is reasonable.
to regroup 4 hundreds 6 tens as 3 hundreds 16 tens. Math Idea
Addition and subtraction
• How is regrouping in subtraction different Try This! Use place value to subtract. undo each other. So, you
© Houghton Mifflin Harcourt Publishing Company

from regrouping in addition? Possible answer: Use addition to check your work. can use addition to check
subtraction.
In subtraction, you regroup 1 ten as 10 ones. In
addition, you regroup 10 ones as 1 ten. 12
5 2 11 11
631 37 3
Try This! –2 5 8
__ + 258
__
373 631
Ask students to identify the places in which
they will use regrouping before they subtract. Go Online For more help Chapter 3 • Lesson 3 101
Be sure they understand why they need to use
regrouping.
3_mflese661030_c03l03.indd 101 12/07/21 2:24 PM

MTR 2.1 Demonstrate understanding in

multiple ways.
• Kim sells another 92 tickets. Now how Multilingual Support
many more tickets did Ava sell than Kim?
Now Kim has sold 294 + 92 = 386 tickets. 473 − 386
STRATEGY: Elicit Prior Knowledge
= 87, so now Ava sold 87 more tickets than Kim. Elicit prior knowledge to build understanding of friendly numbers
and their use in subtraction.
• Ask students to think of a time when they needed to subtract two
numbers mentally. Share with a partner.
• Have them use a sentence frame to describe the situation:
When I ________, I had to subtract ____ from ____. I could have
changed ___ to ___ and ____ to ____ to make them friendly numbers.

Go Online
Video Tutorials and
Interactive Examples

101 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Example Use place value to find 890 − 765.

Example
Estimate. 900 − 750 = 150
__
• In Step 1, what does the small 10 above
STEP 1 STEP 2 STEP 3 the 0 stand for? Since 0 < 5, I had to regroup 9
Subtract the ones. Subtract the tens. Subtract the hundreds. tens 0 ones as 8 tens 10 ones, so the 10 stands for the
Regroup the tens as tens Add to check your answer. regrouped ten.
and ones.
8 10
• Why didn’t you have to regroup in Step 2?
8 10 8 10
890 8 9 0 8 9 0 1 25
1
Because 8 tens > 6 tens, I can just subtract 6 from 8.
−765
_ −7 6 5
__ −7 6 5
__ +7 65
__
5 25 125 890 MTR 6.1 Assess reasonableness of solutions.
125
So, 890 − 765 = __ . Math
Talk
MTR Assess the reasonableness Math Use Math Talk to focus on students’
6.1 of solutions.
How do you know your
Talk understanding of why estimating
answer is reasonable?
Try This! Circle the problem in which you need a difference is important to check the
to regroup. Find the difference. Math Talk: Possible explanation: 125 is reasonableness of an answer.
close to the estimate of 150.

A B C Try This!
8 11
894 521 918 Have students compare each place value in
–583
__ –301
__ –427
__ Problems A, B, and C to determine when
311 220 491 regrouping is needed. Be sure that students
understand that regrouping is needed for a
particular place value only when the digit in
Share and Show Math
Board the number you are subtracting is greater than
Math Talk: Yes; Possible
the digit in the number you are subtracting
1. Estimate. Then use place value to find 627 − 384.
Add to check your answer. Possible estimate is given. explanation: 2 tens is less from.
than 8 tens, so you need to
Estimate. __
625 − __
400 225
= __ regroup 6 hundreds 2 tens MTR 1.1 Actively participate in effortful
© Houghton Mifflin Harcourt Publishing Company learning.

© Houghton Mifflin Harcourt Publishing Company

as 5 hundreds 12 tens.
5 12 1
6 27 24 3 Ask students to rearrange the digits in Try This!
–__
384 +3 8 4
__ Problems A and B so that they would need
Math MTR Actively participate in
243 627 Talk 1.1 effortful learning. to use regrouping in at least one place and
243 225
Did you need to regroup to explain why.
Since __ is close to the estimate of __ , find the difference? Explain.
the answer is reasonable.
102 Florida’s B.E.S.T. Go Math! Grade 3
3 Explain
Math
3_mflese661030_c03l03.indd 102 12/07/21 2:24 PM

Share and Show Board

Ready for More Logical / Mathematical

Partners The first problem connects to the learning
model. Have students use the MathBoard to
Materials Number Cube Patterns (see eTeacher Resources) explain their thinking.
• Have each pair toss the number cube six times MTR 1.1 Actively participate in effortful
and use the digits to write two 3-digit numbers learning.
that can be subtracted without regrouping. Check
students’ work. Math
Use the Math Talk to focus on
Talk
students’ understanding of why
• How do you decide where to place the digits?
Make sure a lesser or equal digit is subtracted in each regrouping in needed when subtracting.
place-value position.

• Have students repeat for a subtraction problem

that requires regrouping. Check students’ work.
• Challenge students to toss the number cube
three times to write a 3-digit number. Then have
them write two subtraction problems with that
number as the difference, one problem without
regrouping and one problem with regrouping.
Check students’ work.

Chapter 3 • Lesson 3   102

 CorrectionKey=FL-B

Name

Use the checked problems for Quick Check.

Estimate. Then find the difference. Possible estimates are given.
Students should show their answers for the
2. Estimate: _
300 3. Estimate: _
300 4. Estimate: _
250 5. Estimate: _
500
Quick Check on the MathBoard.
386 519 456 642
– 123
__ – 205
__ – 217
__ – 159
__
263 314 239 483
Quick Check MTSS RtI
6. Estimate: _
25 7. Estimate: _
400 8. Estimate: _
400 9. Estimate: _
300

If
If a student misses the checked 242 870 654 937
problems – 220
__ – 492
__ – 263
__ – 618
__
22 378 391 319
Then Differentiate Instruction with
Math Talk: Possible explanation: problems 2, Math MTR
• Reteach 3.3 3, and 6 because there is no regrouping Talk
Engage in discussions on
4.1 mathematical thinking.
• Waggle MA.3.NSO.2.1 Which problems can you
compute mentally? Explain
On Your Own why.

10. Darius has 127 photos. Jillian has 11. Beth, Dan, and Yoshi collect stamps.
MTR 4.1 Engage in discussions on 467 photos. How many more photos Beth has 157 stamps. Dan has
mathematical thinking. does Jillian have than Darius? 265 stamps. Yoshi has 79 fewer stamps
than Beth and Dan do combined. How
Math Use the Math Talk to focus on
many stamps does Yoshi have?
Talk students’ understanding of mental
340 photos 343 stamps

computation. Estimate. Then solve. Possible estimates are given.

• How do you compute a difference mentally 12. 568 − 276 292 13. 761 − 435 326 14. 829 − 765 64 15. 974 − 285 689
when there is no regrouping needed? Give estimate: 300 estimate: 300 estimate: 75 estimate: 700

an example. As long as the first number is greater

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

than the second number for each place, I can subtract MTR Find the unknown number.
the digits in each place separately. For example, 16. 86 17. 372 18. 537 19. 629
749 − 215 = 534 since 7 − 2 = 5, 4 − 1 = 3, and
9 − 5 = 4.
– 24
__ –__
132 –__
365 –__
294
62 240 172 335

4 Elaborate Chapter 3 • Lesson 3 103

3_mflese661030_c03l03.indd 103 12/07/21 2:24 PM

Meeting Individual Needs

On Your Own
If students complete the checked problems
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 3.3 MTSS RtI1 CorrectionKey=FL-A Enrich 3.3
DO NOT EDIT--Changes must be made through “File info”

correctly, they may continue with the On Your Name

LESSON 3.3 Name
LESSON 3.3
Enrich
Reteach
Own section.
Use Place Value to Subtract Mystery Subtraction
MTR 5.1 Use patterns and structure. You can use place value to subtract 3-digit numbers. Find the unknown digit.

Problems 16–19 Students analyze the

Subtract. 352 − 167 Estimate. 400 − 200 = 200
1 4 2 6 2 698 3 7 10 4 572
−
__1 5 8 −
__38 9 −
__1 05 −
__397
Step 1 Subtract the ones.
relationship between the given numbers to 4 12
352
−167
Are there enough ones to subtract 7?
There are not enough ones.
2 6 8 309 6 05 175

Regroup 5 tens 2 ones as 4 tens 12 ones.

determine the unknown number. 5 12 ones − 7 ones = 5 ones 5
−
__
5 4 3
2 9 4
6
−
__
4 7 5
2 3 9
7
−
__
8 3 2
2 7 8
8
−
__
9 8 6
6 7 8
Step 2 Subtract the tens. 2 4 9 2 3 6 5 5 4 3 0 8
14 Are there enough tens to subtract 6?
2 4 12
There are not enough tens.
352 Regroup 3 hundreds 4 tens as 2 hundreds 14 tens.
−167 14 tens − 6 tens = 8 tens
85 9 Explain how you found the unknown digit
in Exercise 6.
Step 3 Subtract the hundreds.
14 Possible explanation: to subtract the ones, regroup 7 tens 5 ones as 6
2 4 12
2 hundreds − 1 hundred = 1 hundred
352 tens 15 ones. To subtract the tens, think: 6 minus what number is 3?
−167 6 – 3 = 3, so the unknown digit is 3.
185
So, 352 − 167 = 185.
Possible estimates are given. 10 Stretch Your Thinking What is the greatest 3-digit number you can
Estimate. Then find the difference.
subtract from 426 so that you would need to regroup? Explain.
1 Estimate: 400 2 Estimate: 100 3 Estimate: 200 4 Estimate: 250 419; possible explanation: work backward from 426 to find the first number

you could subtract from 426 so that you would need to regroup.
537 268 426 785
− 123
__ − 157
__ − 218
__ − 549
__
414 111 208 236

5 Estimate: 150 6 Estimate: 200 7 Estimate: 400 8 Estimate: 200

354 679 787 843
Go Online − 206
__
148
− 482
__
197
− 378
__
409
− 675
__
168
14
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
14 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c03r03.indd 14 7/6/21 2:22 PM 3_mflean1822132_c03e03.indd 14 7/6/21 2:19 PM

103 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World
Problem Solving Real
World
Use the table for 20−21.

20. Alicia sold 59 fewer tickets than Jenna and

Applications
School Play Tickets Sold
Matt sold together. How many tickets did
Student Number of Tickets
on the
Spot
MTR 6.1 Assess reasonableness of solutions.
Alicia sell? Explain.
Jenna 282 For Problems 20–21, remind students to
401 tickets; Possible explanation: I added
Matt 178 use estimation to see if their answers are
Jenna’s tickets sold to Matt’s tickets sold, Sonja 331 reasonable.
282 + 178 = 460, then subtracted, 460 − 59 = 401.
MTR 2.1 Demonstrate understanding in
multiple ways.
21. How many more tickets would each student need to sell
so that each student sells 350 tickets? For Problem 23, students look at place value
Jenna: 68 more tickets; Matt: 172 more tickets; Sonja: 19 more tickets
to determine if regrouping is needed.
• How do you know if regrouping is needed?
Possible answer: For each place, if the number being
subtracted is greater than the number being subtracted
22. Nina says to check subtraction, add the difference to the number
you subtracted from. Does this statement make sense? Explain. from, I need to regroup.
No; Possible explanation: In addition, you add the addends to find the sum. So, to

check subtraction, you add the number you subtracted to the difference to get the Higher-Order Thinking
number you started with.
MTR 3.1 Complete tasks with mathematical
fluency.
23. MTR Do you have to regroup to find 523 − 141?
Explain. Then solve. Problem 24 Students must be able to
Yes; Possible explanation: There are not enough tens to subtract 4 tens from 2 tens, so subtract three-digit numbers with regrouping.
Students’ work should demonstrate an
you need to regroup 5 hundreds 2 tens as 4 hundreds 12 tens. 523 − 141 = 382
understanding of place value and clearly
© Houghton Mifflin Harcourt Publishing Company
identify the regrouping places.
24. Students want to sell 400 tickets to the school talent
show. They have sold 214 tickets. How many more
tickets do they need to sell to reach their goal? Show
your work.
186 tickets; 400 − 214 = 186 5 Evaluate Formative
Assessment

104 Florida’s B.E.S.T. Go Math! Grade 3

I Can
Have students give an example and explain to
3_mflese661030_c03l03.indd 104 12/07/21 2:24 PM
a partner how to describe the I Can statement.
DIFFERENTIATED INSTRUCTION • Independent Activities I can use place value to subtract 3-digit
numbers by . . . subtracting the numbers in each place

Grab
TM value and regrouping when I need to.
and
Version 2.0 Math Journal WRITE Math
Differentiated Centers Kit Explain how to subtract 247 from 538.

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 3 • Lesson 3   104

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 3.3
Practice and Homework
• Built-in student supports Use Place Value to Subtract
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Estimate. Then find the difference. Possible estimates are given.
Practice and Homework 1. Estimate: 500 2. Estimate: 500 3. Estimate: 300 4. Estimate: 500
7 15

585 738 651 815

Use Place Value to Subtract − 119
__ − 227
__ − 376
__ −
__281
Use the Practice and Homework pages to 466 511 275 534
provide students with more practice of the
concepts and skills presented in this lesson. 5. Estimate: 300 6. Estimate: 450 7. Estimate: 550 8. Estimate: 200
Students master their understanding as they 627 862 726 543
complete practice items and then challenge − 253
__ − 419
__ − 148
__ −
__358
their critical thinking skills with Problem 374 443 578 185
Solving. Use the Write Math section to
determine students’ understanding of content
for this lesson. Encourage students to use their Problem Solving Real
World
Math Journals to record their answers.
9. Mrs. Cohen has 427 buttons. She 10. There were 625 ears of corn and
uses 195 buttons to make puppets. 247 tomatoes sold at a farm stand.
How many buttons does Mrs. Cohen How many more ears of corn were
have left? sold than tomatoes?

232 buttons 378 more ears of corn

© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Explain how to subtract 247 from 538.

Check students’ work.

Chapter 3 • Lesson 3 105

3_mflese661030_c03p03.indd 105 12/07/21 2:21 PM

CROSS-CURRICULAR

SCIENCE SOCIAL STUDIES

• Tigers and lions are the largest wild cats. • In 1903, the Wright brothers flew the first powered
• There are many different types (or subspecies) of airplane.
tigers and lions. • They flew four flights in one day.
• Adult tigers usually weigh between 165 and 700 • On the first flight, Orville flew about 120 feet in 12
pounds. seconds. Wilbur flew the longest flight that day. He
• Adult lions usually weigh between 250 and 500 flew 852 feet in 59 seconds. What is the difference in
pounds. feet between these two flights? 732 feet
• The greatest recorded weight of a Bengal tiger is 857
pounds. The greatest recorded weight of an African
lion is 688 pounds. What is the difference in weight
between these two animals? 169 pounds

105 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
12. On Saturday, 453 people go to a 13. Corey has 510 marbles. He fills one students in previously taught concepts and to
school play. On Sunday, 294 people jar with 165 marbles. How many of promote content retention.
go to the play. How many more Corey’s marbles are NOT in the jar?
people go to the play on Saturday?

159 people 345 marbles

Spiral Review
14. Patricio brought 64 peppers to sell 15. An airplane flies 617 miles in the
at the farmers’ market. There were morning. Then it flies 385 miles in
12 peppers left at the end of the day. the afternoon. About how many more
How many peppers did Patricio sell? miles does the airplane fly in the
morning?

52 peppers Possible answer: about 200 miles

16. What is the unknown number? 17. Dexter has 128 shells. He needs
283 more shells for his art project.
(■ + 4) + 59 = 70
How many shells will Dexter use
for his art project?
© Houghton Mifflin Harcourt Publishing Company

7 411 shells

106 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c03p03.indd 106 12/07/21 2:21 PM

Chapter 3 • Lesson 3   106

LESSON
3.4 Lesson at a Glance
Combine Place Values to Subtract

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including I can combine place values to subtract 3-digit numbers.
using a standard algorithm with procedural fluency.
Learning Goal
Mathematical Thinking & Reasoning Standards
Use the combine place values strategy to subtract 3-digit
● MTR.1.1 Actively participate in effortful learning.
numbers.
● MTR.2.1 Demonstrate understanding in multiple ways.
● MTR.4.1 Engage in discussions on mathematical thinking. Language Objective
● MTR.5.1 Use patterns and structure. Students write a brief explanation in their Math Journal of
how to use the combine place values strategy to subtract
● MTR.6.1 Assess reasonableness of solutions.
3-digit numbers.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.1 Add and subtract ● MA.4.NSO.2.7 Explore the addition and
two whole numbers with sums up to multi-digit whole numbers including using subtraction of multi-digit numbers with
1,000. Explore the subtraction of a whole a standard algorithm with procedural decimals to the hundredths.
number from a whole number, each no fluency.
larger than 1,000.

ABOUT THE MATH

Why Teach This
As students learn and apply the strategy of combining example, and then subtract the combined values mentally.
place values to subtract in this lesson, they can develop To find 438 − 229, use tens and ones places to subtract 29
fluency and understanding of how to use place values to ones from 38 ones. The combine place values strategy is
help them compute mentally. useful when it may be more efficient to subtract mentally
than to regroup. Suggest to students that as they use the
The combine place values strategy involves combining
strategy, they circle the digits they are combining.
adjacent places to subtract when regrouping would be
necessary. Students can combine tens and ones, for

For more professional learning,

107A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 3.4 with the Interactive Student Edition
The table lists the heights in feet of some buildings in
Denver, Colorado. I Can Objective
I can combine place value to subtract 3-digit
Building Heights in Denver
numbers.
Name of Building Height in Feet
Granite Tower 398
Making Connections
Invite students to share experiences about hiking.
Republic Plaza 714
• Where are some places that you have gone
Spire 478 walking? in the park, around the neighborhood,
in the mountains, etc.
Estimate how many feet taller the Republic Plaza building is
than the Spire building. • How far have you walked today? Answers will
vary.
Approximately 200 feet; the exact answer is 236 feet.
Learning Activity
Vocabulary Finn and Lucia are hiking. Finn hikes 548 feet and
• Interactive Student Edition Lucia hikes 739 feet. How much farther did Lucia
• Multilingual Glossary hike than Finn?
• What does 548 feet represent? the distance
Fluency Builder Finn hikes

Mental Math Write the following problems on the board. • What does 739 feet represent? the distance
Have students practice subtracting 1- and 2-digit numbers Lucia hikes
using mental math. Have students check answers with a • What are you asked to find? how much farther
partner. Lucia hikes
9−4=5
  15 − 2 = 13 • How can you use rounding to estimate the
8−5=3
  13 − 8 = 5 answer I can round 739 to 700, and 548 to 500,
to find 700–500; my estimate is 200.
14 − 9 = 5 36 − 7 = 29
16 − 4 = 12 20 − 3 = 17
24 − 8 = 16 42 − 8 = 34
18 − 9 = 9 58 − 8 = 50

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Review with students different ways to represent numbers
using hundreds, tens, and ones.
• How can you model 129 using hundreds, tens, and
ones? Possible answer: I can use 1 hundred 2 tens 9 ones.
• Explain how you can model 129 using only tens and
ones. I know that 1 hundred is equal to 10 tens. So,
I can regroup 1 hundred as 10 tens. Then I can add
10 tens and 2 tens to get 12 tens 9 ones.
Review other examples with students, and make sure they
understand all the possible ways to model a number.

Chapter 3 • Lesson 4   107B

 CorrectionKey=FL-B

LESSON 3.4 CHAPTER 3

Name Lesson 4
2 Explore
Florida’s B.E.S.T.
Combine Place Values to Subtract ● Number Sense & Operations 3.NSO.2.1
● Mathematical Thinking & Reasoning
I Can combine place values to subtract 3-digit numbers. MTR.1.1, MTR.2.1, MTR.4.1, MTR.5.1,
MTR.6.1

Real UNLOCK the Problem Real

Unlock the Problem World World
Elena collected 431 bottles for
MTR 4.1 Engage in discussions on recycling. Pete collected 227 fewer
• What do you need to find?
mathematical thinking. bottles than Elena. How many bottles the number of bottles Pete collected

Discuss the word fewer, and explain that did Pete collect? • Circle the numbers you need to use.
it shows that counted objects are being Combine place values to find the difference.
compared. Help students recall that
A Subtract. 431 – 227
subtraction helps to compare and find the
Estimate. 400 – 200 = __
200
difference between amounts.
STEP 1 Look at the ones place. Since 7 > 1, combine place 431 Think: 31 – 27
• Which place values might you combine −227
values. Combine the tens and ones places. There are __
when you subtract 227 from 431? tens and 31 ones and 27 ones. Subtract the ones. Write 0 for 04
ones the tens.

• When might you use the combine place STEP 2 Subtract the hundreds. 431
values strategy instead of the place value −227
__
strategy? Possible answer: when it would be easier So, Pete collected __
204 bottles. 204

to subtract mentally than to regroup Since __

204 is close to the estimate Math MTR Actively participate in
Talk 1.1 effortful learning.
• How could you check your answer? Possible of __
200 , the answer is reasonable. Explain why there is a zero
in the tens place.
answer: add the difference, 204, to the number I
subtracted, 227, to see if I get the number I started Math Talk: Possible explanation: When you
B Subtract. 513 – 482 subtract 27 ones from 31 ones, you get 4
with, 431
Estimate. 510 – 480 = __
30 ones, or 0 tens 4 ones. The zero represents
MTR 1.1 Actively participate in effortful STEP 1 Subtract the ones.
0 tens. 513
−
__482
learning.
© Houghton Mifflin Harcourt Publishing Company

Math Use Math Talk to check students’ STEP 2 Look at the tens place. Since 8 > 1, combine place
Talk understanding of 0 in different
values. Combine the hundreds and tens places. 513
−482
Think: 51 – 48
There are 51 tens and 48 tens. Subtract the tens. __
place values. 31

In Problem B, the place values being combined So, 513 – 482 = __

31 .
are hundreds and tens.
Go Online For more help Chapter 3 • Lesson 4 107
• How is this example different from the first
example? Possible answer: In this example, there are
enough ones to subtract, but there are not enough tens 3_mflese661030_c03l04.indd 107 12/07/21 2:24 PM

to subtract without combining.

• Why is combining place values helpful?
Possible answer: When there are not enough in one Multilingual Support
place value to subtract, I can combine the places and
use mental math. STRATEGY: Elicit Prior Knowledge

MTR 3.1 Complete tasks with mathematical Select a problem from the lesson and ask pairs of students to
fluency. brainstorm several possible ways to solve the problem.
• Marcus collected 353 fewer bottles than • Listen to the partner discussions for clues about any
Elena and Pete combined. How many misconceptions or expert descriptions.
bottles did Marcus collect? Possible answer: • Link the concept of combining the ones and tens places to the
Together, Elena and Pete collected 431 + 204 = 635 strategies in their background knowledge.
bottles. Marcus collected 353 fewer than 635, so
Marcus collected 635 − 353 = 282 bottles.

Go Online
Video Tutorials and
Interactive Examples

107 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Example Combine place values to find 500 – 173.

Example
Estimate. 500 – 175 = __
325
In this problem, there are not enough ones or
STEP 1 Look at the ones and STEP 2 Subtract the STEP 3 Subtract the
tens to subtract because the digits are both
tens places. Since 3 > 0 and ones. tens.
7 > 0 , combine the hundreds zeros. Work through the steps for combining
Think: 10 – 3 Think: 49 – 17
and tens. the hundreds and tens and then regrouping.
There are 50 tens. Regroup 50 • After you combine the hundreds and tens,
tens as 49 tens 10 ones.
why do you need to regroup? I can’t subtract 3
4 9 10 4 9 10 4 9 10 ones from 0 ones, so I have to regroup 50 tens.
5 0 0 5 0 0 5 0 0
−1
__ 7 3 −1
__ 7 3 −1
__ 7 3 Help students see that they are regrouping 50
7 3 2 7 tens as 49 tens 10 ones.
So, 500 – 173 = __
327 . • After you subtract the ones, do you need to
Math MTR Use patterns and
Talk 5.1 structure. combine place values to subtract? Explain.
Math Talk: Possible explanation: There were not
enough ones and tens to subtract. Explain why you combined No; possible answer: I can subtract 7 tens from 9 tens
the hundreds and tens.
Try This! Find 851 – 448 in two ways. and 1 hundred from 4 hundreds.

Estimate. 850 – 450 = __

400 • Explain how you know your answer is
reasonable. Possible explanation: 327 is close to the
A Use place value. B Combine place values. estimate of 325.
4 11
851 851 MTR 5.1 Use patterns and structure.
Think: Combine tens
–__
448 –__
448
Math
and ones.
403 403 Use Math Talk to focus on students’
Talk understanding of subtraction and
1. When does the combine place values strategy make it regrouping.
easier to find the difference? Explain.
Possible explanation: When combining 2 digits next to each Try This!
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

other, you can subtract using mental math, making it easier In this example, students find the difference
for the same problem using two different
to find the difference.
strategies:
2. Which strategy would you use to find 431 – 249? Explain. • In Problem A, what did you regroup? 5 tens
Possible explanation: I would use the place value strategy
1 one as 4 tens 11 ones

because 49 ones are greater than 31 ones.

• In Problem B, which place values might you
108 Florida’s B.E.S.T. Go Math! Grade 3
combine when you subtract 448 from 851?
tens and ones
Invite students to tell which strategy they
3_mflese661030_c03l04.indd 108 12/07/21 2:24 PM
found easier and why. Tell students they
may choose any strategy, and sometimes
one strategy is more efficient than another,
Ready for More Logical / Mathematical
Partners depending on the numbers.
Materials Number Cube Patterns (see eTeacher Resources)

• Have each pair toss the number cube six times and
use the digits to write two 3-digit numbers that Common Errors
can be subtracted using the strategy of combining
the tens and ones places.
Error Students may combine the same place
• How did you decide which numbers to use? I made value more than once.
sure a greater digit is subtracted from a lesser digit in the
ones place; I made sure the combined tens and ones can be
Example In Example B, students
subtracted mentally. may subtract 48 from 51, and then
subtract 44 from 85 to get 413.
• If the student can make a problem that can be
subtracted by combining tens and ones, he or she Springboard to Learning Suggest that
scores 1 point. students draw a ring around the numbers
when they combine them to subtract. Tell
• The first student who gets 3 points wins. them that they can then use the ring to
stand for the numbers they have already
subtracted.

Chapter 3 • Lesson 4   108

 CorrectionKey=FL-B

Name
Math
3 Explain Share and Show Math
Board
Talk
MTR Use patterns and
5.1 structure.
Explain how to combine
1. Combine place values to find 406 – 274. place values.

Math 406 Think: Subtract the ones. Then

Share and Show

combine the hundreds
Board –274
__ and tens places. Math Talk: Possible explanation:

The first problem connects to the learning 132 Think of 2 digits that are next to
each other as a single number.
model. Have students use the MathBoard to
explain their thinking. Estimate. Then find the difference. Possible estimates are given.

MTR 5.1 Use patterns and structure. 300

2. Estimate: _ 200
3. Estimate: _ 250
4. Estimate: _ 150
5. Estimate: _

595 728 543 600

Math Use the Math Talk to focus on –__
286 –__
515 –__
307 –__
453
Talk students’ understanding of the 309 213 236 147
combine place values strategy.
On Your Own
• When would you combine place values to
subtract? If I needed to regroup to subtract, I could Estimate. Then find the difference. Possible estimates are given.
combine place values instead of regrouping. 200
6. Estimate: _ 30
7. Estimate: _ 100
8. Estimate: _ 350
9. Estimate: _
Use the checked problems for Quick Check. 438 706 839 916
Students should show their answers for the –257
__ –681
__ –754
__ –558
__
Quick Check on the MathBoard. 181 25 85 358

10. A train travels a distance of 872 miles. 11. Denzel wants to subtract 517 − 183.
Then it travels another 342 miles. How can he combine the place values
Quick Check MTSS RtI The train then travels another 403
miles. How many more miles does
to find the difference?

the train travel on the first part of the He can subtract 51 tens − 18 tens to
______
If
If a student misses the checked trip than on the second and third trips
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

combined? get 33 tens; then subtract 7 – 3 to get 4;

problems ______
127 miles
______ Then combine 330 + 4 to get 334.
______
Then Differentiate Instruction with Estimate. Then solve. Possible estimates are given.
• Reteach 3.4
12. 457 – 364 93 13. 652 – 341 311 14. 700 – 648 52 15. 963 – 256 707
• Waggle MA.3.NSO.2.1 estimate: 100 estimate: 300 estimate: 50 estimate: 700

Chapter 3 • Lesson 4 109

4 Elaborate
3_mflese661030_c03l04.indd 109 12/07/21 2:24 PM

Meeting Individual Needs

DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 3.4 MTSS RtI1 CorrectionKey=FL-A Enrich 3.4
DO NOT EDIT--Changes must be made through “File info”

LESSON 3.4

On Your Own
LESSON 3.4 Name
Name
Reteach Enrich

Combine Place Values to Subtract Recycling Problems

If students complete the checked problems Solve the problem. Estimate first. Then write and solve
You can combine place values to subtract. Think of two
correctly, they may continue with the On Your digits next to each other as one number. a similar problem using different numbers. Possible problems are given.
Li and Ken collected glass bottles

Own section.
Subtract. 354 − 248 1 Tim and Alex collected aluminum
cans for recycling. Tim collected a for recycling. Li collected a total
Estimate. 350 − 250 = 100
total of 942 cans. Alex collected of 546 bottles. Ken collected 228

Tell students they may use any strategies Step 1 Look at the Step 2 Combine the Step 3 Subtract the 327 cans. How many fewer cans did bottles. How many fewer bottles
digits in the ones tens and ones places. hundreds. Alex collect than Tim? did Ken collect than Li?

they wish. Remind them to compare their

place. Estimate: 500 − 200 = 300;
Think: There are Estimate: 950 − 350 = 600
Think: 8 > 4, so 54 ones and 48 ones. 546 − 228 = 318 bottles
Answer: 942 − 327 = 615 cans
answers with their estimates to check for combine place values.
Subtract the ones.
Write 0 for the tens. 2 Stewart collected 842 used tires to Ed collected 948 newspapers

reasonableness of solutions. −
__
354
248 −
354
248 −
354
248
recycle. Angel collected 529 used
tires. How many fewer tires did
to recycle. Sue collected 673
newspapers. How many fewer
__ __ newspapers did Sue collect than
06 106 Angel collect than Stewart?
Ed?
So, 354 − 248 = 106. Estimate: 800 − 500 = 300
Estimate: 900 − 700 = 200;
Remember: You can also combine hundreds Answer: 842 − 529 = 313 tires 948 − 673 = 275 newspapers
and tens to subtract.
3 Yesterday, a recycling center Last week, a recycling center
collected 679 cans. The center collected 899 plastic bottles. They
Estimate. Then find the difference. Possible estimates are given.
collected 225 fewer bottles than collected 725 fewer glass bottles
1 Estimate: 100 2 Estimate: 250 3 Estimate: 150 4 Estimate: 200 cans, and 178 fewer newspaper than plastic bottles, and 75 fewer
bundles than bottles. How many cans than glass bottles. How many
485 637 547 623 newspaper bundles did the center cans did the center collect last
− 376
__ − 424
__ − 198
__ − 397
__ collect yesterday? week?
109 213 349 226
Estimate: 700 − 200 = 500 and Estimate: 900 − 700 = 200 and
5 Estimate: 250 6 Estimate: 150 7 Estimate: 300 8 Estimate: 400
500 − 200 = 300; 679 − 225 = 454; 200 − 100 = 100;
443 500 835 712 899 − 725 = 174;
Go Online − 207
__
236
− 338
__
162
− 548
__
287
− 289
__
423
454 − 178 = 276; 276 newspaper

bundles
174 − 75 = 99; 99 cans

15
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
15 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c03r04.indd 15 7/6/21 2:22 PM 3_mflean1822132_c03e04.indd 15 7/6/21 2:19 PM

109 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Real
Problem
Problem Solving
Solving · Applications World

Use the table for 16–18.

Problem Solving Real
Roller Coaster Heights
Applications World
16. MTR The table shows the heights of Height
Roller Coaster State
in Feet
some roller coasters in the United States. MTR 2.1 Demonstrate understanding in
How much taller is Kingda Ka than Titan? Titan Texas 245
Kingda Ka New Jersey 456
multiple ways.
211 feet
Intimidator 305 Virginia 305 Problem 16 suggest that students use
17. Jason rode two roller coasters with a
Top Thrill Dragster Ohio 420 any method they have learned to solve the
difference in height of 115 feet. Which problem.
roller coasters did Jason ride? Show the Math
Intimidator 305 and Top Thrill Dragster Demonstrate Your Thinking
Higher-Order Thinking
18. What if another roller coaster was 500 feet
tall? Which roller coaster would be 195 on the
MTR 6.1 Assess reasonableness of solutions.
feet shorter? Spot Problem 17 Students find two heights
Intimidator 305 that have a difference of 115 feet. Suggest
students use estimation to help narrow their
answer choices.
19. Owen solves this problem. He says
the difference is 127. Explain the MTR 4.1 Engage in discussions on
mistake Owen made. What is the mathematical thinking.
correct difference?
Problem 19 Students need to apply their
335 understanding of place value to determine
–218
__ how the mistake in subtraction occurred. If
Possible explanation: When Owen students are not able to write a complete
combined the tens and ones to subtract, explanation, they may not have a full
understanding of when or how to regroup
he should have a difference of 17 not 27. © Houghton Mifflin Harcourt Publishing Company
in subtraction, even if they can answer the
The difference is 117. question correctly.

5 Evaluate Formative
Assessment
110 Florida’s B.E.S.T. Go Math! Grade 3

I Can
3_mflese661030_c03l04.indd 110 12/07/21 2:24 PM
Have students write a brief explanation to
DIFFERENTIATED INSTRUCTION • Independent Activities explain the I Can statement.
I can combine place value to subtract 3-digit

Grab
TM numbers by . . . first determining if there is enough
and in a place value to subtract. If there is not enough I can
combine the tens and ones or combine the hundreds and
Version 2.0 tens and then subtract.
Differentiated Centers Kit
Math Journal WRITE Math
Tabletop Flipchart Readers
Explain how to use the combine place values
Mini-lessons for reteaching With Lexile® scores strategy to find 223 – 119.
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 3 • Lesson 4   110

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 3.4
Practice and Homework
• Built-in student supports Combine Place Values to Subtract
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Estimate. Then find the difference. Possible estimates are given.
Practice and Homework 200
1. Estimate: _ 300
2. Estimate: _ 400
3. Estimate: _ 500
4. Estimate: _

476 615 508 716

Combine Place Values to − 269
__ −
__342 − 113
__ −
__229
207 273 395 487
Subtract
Use the Practice and Homework pages to 200
5. Estimate: _ 750
6. Estimate: _ 40
7. Estimate: _ 100
8. Estimate: _
provide students with more practice of the
826 900 607 973
concepts and skills presented in this lesson. −
__617 − 158
__ −
__568 −
__869
Students master their understanding as they 209 742 39 104
complete practice items and then challenge
their critical thinking skills with Problem Real
Problem Solving World
Solving. Use the Write Math section to
determine students’ understanding of content 9. Bev scored 540 points. This was 10. A youth group earned $285 washing
for this lesson. Encourage students to use their 138 points more than Isaiah scored. cars. The group’s expenses were $79.
Math Journals to record their answers. How many points did Isaiah score? How much profit did the group make
washing cars?

402 points
_____ $206
_____

11. WRITE Math Explain how to combine place values to

© Houghton Mifflin Harcourt Publishing Company

find 223 – 119.

Check students’ work.

Chapter 3 • Lesson 4 111

3_mflese661030_c03p04.indd 111 12/07/21 2:21 PM

PROFESSIONAL
DEVELOPMENT MATH TALK IN ACTION

The class is discussing Problems 5–8. Teacher: 

Why would combining tens and ones be helpful
there?
Teacher: 
What strategy did you use to find the difference
Ben: You can count up to find 73 minus 69.
for Problem 5?
Teacher: 
Good! Now, in which problems would
Hannah: I combined the tens and ones to subtract 17
combining tens and ones not be helpful?
ones from 26 ones.
Jamal: Problem 6 and Problem 7.
Teacher: 
Very good. Why did you decide to combine the
tens and ones? Teacher: 
Why is combining tens and ones not helpful in
those problems?
Hannah: I couldn’t subtract 7 ones from 6 ones.
Jamal:  ven if you combine the tens and ones, you
E
Teacher: 
Yes, that is a good example of when you might
can’t subtract 58 from 00 or 68 from 07.
combine tens and ones. In what other problems
would combining the tens and ones places be Teacher: Good thinking.
helpful?
Ben: Problem 8.

111 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
12. A television program lasts for 13. Salil spent 215 minutes at the library. students in previously taught concepts and to
142 minutes. Of that time, 36 minutes Of that time, he spent 120 minutes on promote content retention.
are taken up by commercials. What the computer. How much of his time
is the length of the actual program at the library did Salil NOT spend on
without the commercials? the computer?

106 minutes 95 minutes

Spiral Review
14. Xavier’s older brother has 568 songs 15. The students traveled to the zoo in
on his music player. To the nearest 3 buses. One bus had 47 students.
hundred, about how many songs are The second bus had 38 students.
on the music player? The third bus had 43 students. How
many total students were on the three
buses?

about 600 songs 128 students

16. Callie has 83 postcards in her 17. There were 475 seats set up for the
collection. Of the postcards, school play. At one performance,
24 are from Canada. The rest of the 189 of the seats were empty.
postcards are from the United States. How many seats were filled at
How many of the postcards are from that performance?
the United States? © Houghton Mifflin Harcourt Publishing Company

59 postcards 286 seats

112 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c03p04.indd 112 12/07/21 2:21 PM

Chapter 3 • Lesson 4   112

LESSON
3.5 Lesson at a Glance
Model and Solve Two-Step Addition and
Subtraction Problems

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.1.2 Solve one- and two-step real-world problems involving I can solve two-step addition and subtraction problems.
any of four operations with whole numbers.
● MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including Learning Goal
using a standard algorithm with procedural fluency. Solve two-step addition and subtraction problems by using
the strategy draw a bar model.
Mathematical Thinking & Reasoning Standards
● MTR.1.1 Actively participate in effortful learning. Language Objective
● MTR.2.1 Demonstrate understanding in multiple ways. Students plan a presentation on how to draw a bar model to
● MTR.3.1 Complete tasks with mathematical fluency. solve one- and two-step addition and subtraction problems.
● MTR.7.1 Apply mathematics to real-world contexts. MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.AR.1.1 Solve one- and two-step ● MA.3.AR.1.2 Solve one- and two-step ● MA.4.AR.1.2 Solve real-world problems
addition and subtraction real-world real-world problems involving any of four involving addition and subtraction of
problems. operations with whole numbers. fractions with like denominators, including
mixed numbers and fractions greater
than one.

ABOUT THE MATH

Teaching for Depth
This lesson focuses on using bar models for part-part- Students may find it helpful to underline the important
whole situations. Students will complete each bar model facts given in the problem. Use guiding questions to
by entering the information given in the problem. They help students enter the information they know in the
then use the model to decide what operation to use to appropriate parts of the model. Have them identify the
solve the problem. parts and the whole in the model and identify which
is unknown. Discuss how the bar model helps students
As students work with the bar models, point out that
visualize the problem so that they can decide whether to
identifying the question is the first step in solving a
add or subtract to solve the problem.
problem. Suggest that students circle the question in the
problem. The next step is to identify the needed information.

For more professional learning,

113A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 1 Engage
with the Interactive Student Edition

I Can Objective
DAILY ROUTINES I can solve two-step addition and subtraction
problems.

Problem of the Day 3.5 Making Connections

There were 687 people at a baseball game. A newspaper Invite students to tell you what they know about
reported this number rounded to the nearest hundred. subtraction. Ask:
What number did the newspaper report? • What do you call the answer to a subtraction
700 problem? the difference
• When do you have to use regrouping when
subtracting? when the digit in the number
Vocabulary
I’m subtracting from is less than the digit I’m
• Interactive Student Edition subtracting
• Multilingual Glossary
Learning Activity
Fluency Builder Finn travels 142 miles to his grandmother’s house
in 3 days. He travels 99 miles back in 2 days. How
Materials 3 number cubes (labeled 1–6, 3–8, and 4–9) many miles does he travel on the third day back?
Choose a Strategy Have students work in pairs to practice • What does the number 142 in this problem
adding 3-digit numbers. Each student tosses three number represent? the total number of miles that Finn
cubes one time to make a 3-digit number. travels in 3 days
Students then use the two 3-digit numbers as addends. • What does the number 99 in this problem
Each student performs the addition independently and represent? the number of miles Finn travels in
then partners check each other’s work. 2 days
Discuss students’ addition strategies as a class. • How many days does it take Finn to get back? 3
• What are you asked to find? how many miles
Finn travels on the third day

FOCUSING ON THE WHOLE STUDENT • Will the distance Finn travels on the third day be
greater than 142 miles or less than 142 miles?
less than Why? The total trip was 142 miles, so
Access Prior Knowledge the distance on each day will be less than 142.

Introduce the lesson by asking students:

• Have you ever played a computer game with another
person? What kind of game was it? Did you keep
score? How did you know who won?

Chapter 3 • Lesson 5   113B

 CorrectionKey=FL-B

LESSON 3.5 CHAPTER 3

Name Lesson 5
2 Explore
Florida’s B.E.S.T.
Model and Solve Two-Step Addition ● Algebraic Reasoning MA.3.AR.1.2

and Subtraction Problems ● Number Sense & Operations 3.NSO.2.1

● Mathematical Thinking & Reasoning
MTR.1.1, MTR.2.1, MTR.3.1, MTR.7.1

Real I Can solve two-step addition and subtraction problems.

Unlock the Problem World Real

UNLOCK the Problem World
MTR 1.1 Actively participate in effortful Sami scored 84 points in the first round of a new
learning. computer game. He scored 21 more points in the
Have students read the problem. Point out second round than in the first round. What was
Sami’s total score?
that a bar model is a diagram that can help
them decide what operation to use to solve
a problem. Guide students to read each Read the Problem
question in the graphic organizer and answer What do I need to What information do How will I use the
it before solving the problem. find? I need to use? information?

• Did Sami score more points in the first I need to find Sami scored _ 84 I will draw a bar model to
points in the first round. show the number of points
round of the game or the second round? Sami’s
____ total score . Sami scored in each
He scored more points in the second round. He scored _ 21 more
round. Then I will use the
points than that in the bar model to decide which
• How did you use the first bar model?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Jose Luis Pelaez Inc/Blend Images/Getty Images
second round. operation to use.
I used the first bar model to figure out how many points
Sami scored in the second round. Solve the Problem
• How did you use the information from the • Complete the bar model to show the • Complete another bar model to
number of points Sami scored in the show Sami’s total score.
problem to label the first bar model? second round. 21 points
I labeled the longer bar 84 to show the points Sami
scored in the first round. I labeled the shorter bar 21 to Round 1
84 points 84 points 105 points
show how many more points he scored in the second
round. The number under the bars shows the total Round 2 points points
number of points Sami scored in the second round.
84
__ 21
+ __ =■ 84
__ 105
+ __ =▲
• What does the second bar model show?
The second bar model shows Sami’s total score for the 105
__ =■ 189
__ =▲
two rounds.
105 points
1. How many points did Sami score in the second round? __
MTR 4.1 Engage in discussions on 189 points
2. What was Sami’s total score? __
mathematical thinking.
• How are the bar models related to the Go Online For more help Chapter 3 • Lesson 5 113
addition sentences that represent them?
Possible answer: The addends are in the bars, and the
3_mflese661030_c03l05.indd 113 12/07/21 2:24 PM
sum is represented by the number under the bars.
Students may have difficulty with the fact that
this is a two-step problem. Tell students that Multilingual Support
they should reread the problem carefully after
they find their answer to be sure they have STRATEGY: Model Concepts
answered the question that is asked.
Select a problem. Verbally and visually describe each step while
drawing the bar model.
• Use gestures to emphasize key components like how to determine
the size of each part of the bar model.
• After each step, have students turn to a partner to rephrase the
step in their own words and write it in their Math Journal.
• Circulate through the class and listen to check for understanding.

Go Online
Video Tutorials and
Interactive Examples

113 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Try Another Problem

Try Another Problem
Anna scored 265 points in a computer game. Gregoire scored
142 points. How many more points did Anna score than Gregoire? • Who scored more points? How does the bar
model show this? Anna; the bar for Anna’s points is
You can use a bar model to solve the problem.
longer.
• How does the bar model help you solve the
Read the Problem
problem? Possible answer: It shows that the unknown
What do I need to What information do How will I use the part is the difference between Anna’s and Greg’s scores.
find? I need to use? information?
I need to find how many Anna scored 265 points. I will use a bar model to • What numbers do you need to subtract to
show the points each
more points Anna scored Gregoire scored 142 person scored. Then I will solve the problem? I need to subtract Greg’s score
than Gregoire. points. use the bar model to decide from Anna’s score.
which operation to use.

Solve the Problem

• How is the bar model related to the
subtraction sentence that represents it?
Record the steps you used to solve the problem.
Possible answer: The number in the shorter bar is
I need to complete the bar model to show I need to subtract to find the unknown
subtracted from the number in the longer bar to find
each person’s score. part.
the difference, which is represented by the unknown
265 − 142 =■ quantity to the right of the shorter bar.
Anna 265 points 123 =■
In Problem 4, there are several ways to check
Gregoire 142 points
for reasonableness, including estimation. Invite
points
students to share their answers and discuss the
different ways to estimate, such as rounding
3. How many more points did Anna score than Gregoire? or using compatible numbers, to check for
123 points reasonableness.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©HMH

4. How do you know your answer is reasonable? Math MTR Demonstrate understanding
MTR 2.1 Demonstrate understanding in
Talk 2.1 in multiple ways. multiple ways.
Possible answer: I can use friendly numbers to
Explain how the length of

Math
each bar in the model would © Houghton Mifflin Harcourt Publishing Company
subtract mentally. I subtract 2 from 142 to get 140. Then
change if Gregoire scored
Use Math Talk to focus on students’
I subtract 2 from 265 to get 263; 263 − 140 = 123. more points than Anna but
the totals remained the
Talk understanding of how to use bar
same.

5. How did your drawing help you solve the problem? Math Talk: Anna’s bar
models to solve a problem.
would be the shorter bar,
Possible answer: The bar model helped me see that I had
and Gregoire’s bar would
• Explain how the bar model would change
to subtract and what numbers I needed to subtract. be the longer bar. if you wanted to know the total number of
points that Anna and Greg scored? Instead of
114 Florida’s B.E.S.T. Go Math! Grade 3
aligning their bars vertically and finding the difference
between the bar lengths, you would align their bars
horizontally and add the lengths together to find the
3_mflese661030_c03l05.indd 114 12/07/21 2:24 PM
total score.

Ready for More Logical / Mathematical

Partners
Common Errors
• Have students solve the following problem:
There were 568 songs sold on a website one Error Students may
Common have difficulty
Errors
week and 264 songs sold the following week. determining how to label the bars in the bar
What was the total number of songs sold in model.
two weeks? 832 songs Example In Try Another Problem,
• Challenge students to use the same numbers to students may draw a shorter bar for
write a related word problem that can be solved Anna’s points than for Greg’s points
by using the inverse operation. and, therefore, label it incorrectly.
• Have students draw and label a bar model to
represent each problem situation, explaining Springboard to Learning Remind students
their models. that although the bars in a bar model do
not have to be in exact proportion, longer
• Extend the activity by having one partner bars should represent greater numbers.
write an addition or subtraction word problem Have students first determine whose score is
and the other partner write the related word greater before drawing their bar models.
problem.

Chapter 3 • Lesson 5   114

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board

1. Sara received 73 votes in the school

election. Ben received 25 fewer votes than Sara.
Math How many students voted?
Share and Show Board
Sara
First, find how many students voted for Ben. 73 votes
Be sure to point out to students that
Think: 73 − 25 = ■
Problem 1 is a two-step problem. Ask students Ben votes
to determine what they need to find, what Write the numbers in the bars. 25 votes
information they need to use, and how they
So, Ben received _
48 votes.
48 votes
can use the information. =
Next, find the total number of votes.
Use the checked problems for Quick Check.
Think: 73 + 48 = ▲ 73 votes 48 votes

Write the numbers in the bars. votes

Quick Check MTSS RtI So, __
121 students voted. = 121 votes

2. If Ben received 73 votes and Sara received 25 fewer

If
If a student misses the checked votes than Ben, how would your bar models change?
problems Would the total votes be the same? Explain.
The bar models would look the same, but the names
Then Differentiate Instruction with
would be reversed. The numbers will not change, so the
• Reteach 3.5
total number of votes, 121, would be the same.
• Waggle MA.3.NSO.2.1
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©HMH

On Your Own

3. What if there were 3 students in another election

4 Elaborate
on the
and the total number of votes was the same? What
© Houghton Mifflin Harcourt Publishing Company

Spot
would the bar model for the total number of votes
look like? How many votes might each student get?
Possible answer: There would be 3 bars. Possible

On Your Own number of votes: 55, 30, and 36, so total would

Problem 3 The scenario presented in Problem 1 be 121.

is varied here. Students should connect the

Chapter 3 • Lesson 5 115
number and length of the bars to the numeric
label of each bar.
MTR 3.1 Complete tasks with mathematical 3_mflese661030_c03l05.indd 115

Meeting Individual Needs

12/07/21 2:24 PM

fluency.
To extend thinking, have students write a
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 3.5 MTSS RtI1 CorrectionKey=FL-A Enrich 3.5
DO NOT EDIT--Changes must be made through “File info”

problem and draw their own bar model to Name

LESSON 3.5 Name
LESSON 3.5

solve it.
Reteach Enrich

Model and Solve Two-Step Addition and Get the Picture?

Subtraction Problems The students at Audubon School voted for their favorite
Kim sold 127 tickets to the school play. Jon sold 89 tickets. How many color. The color green had 164 votes. The color blue
more tickets did Kim sell than Jon? had 293 votes. The color red had 129 votes.

Read the Problem Solve the Problem Draw a line to match the problem with the bar model
that can be used to solve it. Then solve.
What do I need to find? Complete the bar model.

I need to find how many more Problem Bar Model

Kim 127 tickets
tickets Kim sold than Jon.
1 How many more students
. Jon 89 tickets 164 129
voted for blue than
•
tickets green? •
What information do I need to use?
129 students
I know that Kim sold 127 tickets and Subtract to find the unknown part.

Jon sold 89 tickets. 127 − 89 = 38

2 How many more students
293 129
■ = 38 tickets need to vote for red for it •
How will I use the information? •
to have the same number
I will draw a bar model to help me of votes as blue?
see what operation to use to solve So, Kim sold 38 more tickets than Jon.
the problem. 164 students

3 What if 129 more students

1 Kasha collected 76 fall leaves. 2 Max has 96 stamps. Pat has voted for green? How 129
She collects 58 more leaves. 79 stamps. How many more • •
many votes would green
How many leaves does she have stamps does Max have than Pat? 293
have now?
now?
293 votes

4 What if 129 more students

134 leaves 17 stamps voted for blue? How many 293
votes would blue have
• •
now? 164
Go Online 422 votes

16
Video Tutorials and
16 © Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c03r05.indd 16 7/6/21 2:22 PM 3_mflean1822132_c03e05.indd 16 7/6/21 2:19 PM

115 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

4. Use the bar model at the right. Write a problem 89

to match it.
157
Possible problem: Russ and Juan collect stamps. Together they collected 157 stamps.
Higher-Order Thinking
Problem 8 In this multiple-step problem,
Russ collected 89 stamps. How many stamps did Juan collect?
students should first determine the sum of 128
5. Solve your problem. Will you add or subtract? and 37 and then add the sum to 128 to find
Possible answer: subtract; 157 − 89 = 68.
the total number of cell phones sold in two
weeks.
6. Tony’s Tech Store had a big sale. The store had
142 computers in stock. During the sale, 91 computers MTR 7.1 Apply mathematics to real-world
were sold and 13 of them were returned to the store. How contexts.
many computers were left in the store? Problem 9 Students explain how to solve a
64 computers two-step addition problem and then solve it.
7. There are 208 people in one movie theater. There are
78 fewer people in the next movie theater. How many
people are in both movie theaters?
Higher-Order Thinking
338 people
Problem 10 Students need to solve the
problem using multiple steps. First, they
8. In one week, 128 cell phones were sold. The following week, should determine the difference between 306
37 more cell phones were sold than the week before. How and 124 and then add the difference to 306 to
many cell phones were sold in those two weeks? find the total number of people.
293 cell phones

9. MTR One week, Shan collected 58 donations for emergency

aid. The week after that, he collected 23 more donations than
the week before. How many donations did he have at the end?
Explain.
5 Evaluate Formative
Assessment

139 donations; Possible explanation: He collected 58 on the first week. He collected

23 more on the second week, so 58 + 23 = 81. In total, he collected 58 + 81 = 139. © Houghton Mifflin Harcourt Publishing Company I Can
Have students plan a presentation to
10. There are 306 people at the fair on Saturday. There are
demonstrate the I Can statement.
124 fewer people on Sunday. How many people are at
the fair during the two days? I can solve two-step addition and subtraction
488 people problems by . . . drawing a bar model to see if I need
to add or subtract.

116 Florida’s B.E.S.T. Go Math! Grade 3

Math Journal WRITE Math

3_mflese661030_c03l05.indd 116 12/07/21 2:24 PM
Write a two-step addition problem. Make sure
DIFFERENTIATED INSTRUCTION • Independent Activities that the problem has two steps.

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 3 • Lesson 5   116

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 3.5
Practice and Homework
• Built-in student supports Model and Solve Two-Step Addition
• Actionable Item Reports Go Online
• Standards Analysis Reports and Subtraction Problems Interactive Examples

Use the bar model to solve the problem.

Practice and Homework
1. Elena went bowling. Elena’s score in the first game
Model and Solve Two-Step was 127. She scored 16 more points in the second
game than in the first game. What was her total score?
Addition and Subtraction 16 points

Problems Game 1 127 points 127 points 143 points

Use the Practice and Homework pages to Game 2 points points

provide students with more practice of the
127 + 16 = 127 + 143 =
concepts and skills presented in this lesson.
Students master their understanding as they 143 = 270 =
270 points
complete practice items and then challenge ____

their critical thinking skills with Problem 2. Mike’s Music sold 287 CDs on the first day of a 2-day sale. The store
Solving. Use the Write Math section to sold 96 more CDs on the second day than on the first day. How
determine students’ understanding of content many CDs in all were sold during the 2-day sale?
for this lesson. Encourage students to use their 96 CDs
Math Journals to record their answers.
Day 1 287 CDs 287 CDs 383 CDs

Day 2 CDs CDs

= 383 = 670

670 CDs
© Houghton Mifflin Harcourt Publishing Company

____

3. WRITE Math Write an addition or subtraction problem

and draw a diagram to solve it.

Check students’ work.

Chapter 3 • Lesson 5 117

3_mflese661030_c03p05.indd 117 12/07/21 2:21 PM

117 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
4. Ms. Hinely picked 46 tomatoes from 5. Rosa read 57 pages of a book in the students in previously taught concepts and to
her garden on Friday. On Saturday, morning. She read 13 fewer pages in promote content retention.
she picked 17 more tomatoes than the afternoon. How many pages did
she did on Friday. How many Rosa read in all?
tomatoes did she pick?

109 tomatoes 101 pages

Spiral Review
6. Miguel has 57 action figures. Alex 7. There are 500 sheets of paper in the
has 186 action figures. Estimate the pack Hannah bought. She has used
number of action figures Miguel and 137 sheets already. How many sheets
Alex have altogether. of paper does Hannah have left?

Possible answer: about 250 action 363 sheets

figures

8. There were 378 visitors to the science 9. Ravi scores 247 points in a video
museum on Friday. There were game. How many more points does
409 visitors on Saturday. How many he need to score a total of 650?
more people visited the museum on
Saturday?

© Houghton Mifflin Harcourt Publishing Company

31 more people 403 more points

118 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c03p05.indd 118 12/07/21 2:22 PM

Chapter 3 • Lesson 5   118

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CHAPTER

3
Chapter

Chapter 3
Name 5. Complete. Use expanded form to find the sum.

Estimate: _
500
Chapter Review
Review
215 = 200 + 10 + 5
+ 324 = 300 + 20 + 4
1. Use the expanded form to add 156 + 423. Choose Yes or
539 = 500 + 30 + 9
No to tell whether you will use that partial sum.
1a. 1+4 ● Yes ● No 6. On the floor of a theater, there are 586 seats. In the
balcony, there are 175 fewer seats. How many seats are
1b. 50 + 20 ● Yes ● No there in the theater?

Summative Assessment 1c. 600 + 300 ● Yes ● No Part A

1d. 400 + 100 ● Yes ● No First, find how many seats are in the balcony.
Use the Chapter Review to assess Write the numbers on the bar model.
2. Write the unknown digits to complete the equation.
students’ progress in Chapter 3. floor 586 seats
2 7 2
You may want to review with + 4 3 6
balcony seats
students the I Can statement for 7 0 8 175 seats
the chapter. 3. Use place value to subtract. Then use addition to check = 411 seats
your work.
542 375 So, there are __
411 seats in the balcony.
− 375
__ + 167
__
167 542 Part B
Next, find the total number of seats in the theater. Write
the numbers on the bar model.

4. Subtract by combining place values. 586 seats 411 seats

938 720
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

− 224
__ − 617
__
714 103 seats

= 997 seats
So, there are __
997 seats in the theater.

Go Online For more help Chapter 3 119 120 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c03r.indd 119 12/07/21 2:43 PM

3_mflese661030_c03r.indd 120 04/08/21 8:44 PM

Online, Data-Driven Decision Making MTSS RtI Waggle

Based on the results of the Chapter Review, use the following
resources to review skills.

Florida’s B.E.S.T.
Item Lesson Content Focus Intervene With
Standards

1, 5, 13 3.1 Use expanded form to add 3-digit numbers. ● MA.3.NSO.2.1 Reteach 3.1, Waggle 3.NSO.2.1

2, 7, 9, 12,
20B 3.2 Use place value to add 3-digit numbers. ● MA.3.NSO.2.1 Reteach 2.5, Waggle 3.NSO.2.1

3, 11, 14, 15,

18A, 19 3.3 Use place value to subtract 3-digit numbers. ● MA.3.NSO.2.1 Reteach 2.2, Waggle 3.NSO.2.1

4, 10, 16,
20A 3.4 Use the combine place values strategy to subtract 3-digit numbers. ● MA.3.NSO.2.1 Reteach 2.3, Waggle 3.NSO.2.1

Solve addition and subtraction problems by using the strategy draw ● MA.3.AR.1.2
6, 8, 17, 18B 3.5 a bar model. Reteach 2.6, Waggle 3.AR.1.2
● MA.3.NSO.2.1

119–120 Florida’s B.E.S.T. Go Math! Grade 3

 DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info"
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Name 12. Help Dana find the sum.

7. Ruben has 340 counters. Callen has 326 counters.
346
Penny has 365 counters. Which two students have more 421
than 700 counters combined? + 152
___
Ruben and Penny
For Problems 12a–12d, select Yes or No to tell Dana
when to regroup.
12a. Regroup the ones. ● Yes ● No
Performance
Assessment Task
8. There were 388 people at the carnival on Friday. On
Saturday, there were 216 more people at the carnival. 12b. Add the regrouped
How many people were at the carnival on those ten. ● Yes ● No
two days?
__
992 people
12c. Regroup the tens. ● Yes ● No See the Performance Tasks to
Use the table for Problems 9–11.
12d. Add the regrouped
hundred. ● Yes ● No
assess students’ understanding of
Jo's Jeans Store
13. Ari read 307 pages of a book in a week and 284 pages the
the content. For each task, you
Month
September
Number of Jeans Sold
304
next week. Use the expanded form to find out how many
pages he read in total. Show your work.
will find sample student work for
October
November
196
243 300 + 0 + 7
each of the response levels in the
200 + 80 + 4
500 + 80 + 11 = 591 591 pages
task scoring rubric.
9. The table shows the number of jeans sold online in
three months. How many jeans were sold in September
and October? 14. Daniel has 402 pieces in a building set. He uses

__
500 jeans
186 pieces to build a house. How many pieces does Performance Assessment
he have left? Show your work.
10. How many more jeans were sold in September Tasks may be used for portfolios.
than November? Combine place values to find out. 216 pieces; Check students' work.
Circle the place values that you combined.
304
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

−
__243 61
61
__ jeans

11. How many more jeans were sold in October and 15. Deion puts together a 500 piece puzzle. He has used
November than in September? 387 of the puzzle pieces so far. How many puzzle pieces
__
135 jeans does Deion have left to finish the puzzle?

113
____puzzle pieces

Chapter 3 121 122 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c03r.indd 121 12/07/21 2:43 PM

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DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info"
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Name 19. Alia used 67 + 38 = 105 to check her subtraction. Which

16. Luke solves this problem by combining place values. math problem could she be checking? Mark all that
He says the difference is 214. Explain the mistake Luke apply.
made. What is the correct difference?
A 67 − 38 = ■
352
− 148 B 105 − 67 = ■
C 105 + 38 = ■
Luke subtracted 48 from 52. The answer is 4. So he should
have written 4 in the ones place and 0 in the tens place. D 105 − 38 = ■
But he forgot and he also subtracted 4 from 5. He wrote 1
in the tens place instead of 0.
20. Kedrick and Josiah collect coins. The tables show the
The difference is 204.
kinds of coins they collected.
17. Carr Elementary School is having a Read-a-thon. The Kedrick's Coins Josiah's Coins
third graders have read 573 books so far. Their goal is to Type Number of Coins Type Number of Coins
read more than 900 books. What is the least number of European 45 European 74
books they need to read to reach their goal? Explain. Asian 86 Asian 109
South American 112 South American 37
328 books; Possible explanation: Subtract 573 from 900 to
get 327 . That is the number needed to reach 900. So, they
need to read 1 more book than 327, which is 328. Part A
Who collected more coins? How many did he collect?
18. There are 318 fiction books in the class library. The About how many more is that? Explain how you solved
number of nonfiction books is 47 less than the number the problem.
of fiction books.
Kedrick; 243; Possible explanation: Round to the
nearest ten to estimate the number of coins Kedrick has
Part A
(about 250) and Josiah has (about 220). Then subtract:
About how many nonfiction books are there in the class 250 ∙ 220 ∙ 30. Kedrick has about 30 more coins.
library? Explain.
Possible answer: about 270 nonfiction books; Possible
explanation: You can round 318 to 320. This is about 47 Part B
more than the number of nonfiction books. You can round Together, Kedrick and Josiah have the greatest number of
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

47 to 50, then subtract 50 from 320 to get 270.

what kind of coin? How many coins of that kind do they
have? Show your work.
Part B
Asian; 195 coins; Check students' work.
How many fiction and nonfiction books are there in the
class library altogether?
589 books

Chapter 3 123 124 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c03r.indd 123 12/07/21 2:43 PM

3_mflese661030_c03r.indd 124 12/07/21 2:43 PM

Chapter 3 121–124
 CHAPTER

3 Chapter Test
Summative Assessment
Use the Chapter Test to assess students’ progress in Chapter 3.
Chapter Tests are found in the Assessment Guide. Test items are presented
in formats consistent with high-stakes assessments.

Chapter 3 Chapter 3 Name

Name
Chapter Test Chapter Test

1 Mr. Mike drove 158 miles on 3 Combine place values to find 5 A recycling center received 6 The table shows the number
Saturday. On Sunday he drove the difference. 3,135 pounds of materials last of students visiting the
123 miles. What is one way to 2,243 = 22 43 week. This week, the center museum each day.
find the number of miles - 638 = - 6 38 received 5,350 pounds. How Field Trips This Week
Mr. Mike drove on Saturday 1605 16 05 many pounds of materials did
Day Number of Students
and Sunday? the center receive in the
Monday 1,256
A 200 + 80 + 10 4 Tanya, Will, and Juan are 2 weeks?
Tuesday 2,418
playing a game on line. Juan 8,485 pounds
B 200 + 70 + 11 Wednesday 1,346
scores 1,473 points. Tanya
C 100 + 71 + 10 Thursday 1,508
scores 879 fewer points than
D 100 + 70 + 11
Juan. Will scores 853 more
Part A
points than Tanya.
2 How should regrouping be How many students visited the
used to find the sum? Part A museum on Wednesday and
3,646 Choose 2 equations that can Thursday?
2,321 be used to find Will’s score. 2,854 students
+ 5,218
A 1,473 − 853 = 620
Place an X in the table to Part B
B 620 + 879 = 1,499
show if regrouping should be How many more students
C 1,473 − 879 = 594
used. visited the museum on
D 594 + 853 = 1,447
Monday and Tuesday than on
Yes No
Part B Wednesday?
regroup the ones
What is Will’s score? 2,328 students
regroup the tens
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company
1,447 points
regroup the
hundreds
regroup the
thousands

Grade 3 • Chapter 3 Test 37 38

3_MFLE_AS_1822126_Ch03.indd 37 03/04/21 2:49 PM 3_MFLE_AS_1822126_Ch03.indd 38 03/04/21 2:49 PM

Chapter 3 Chapter 3 Name

Name
Chapter Test Chapter Test

7 In December 894 tickets for 9 The Wright City Science 10 Hakeem reads for 1,009 minutes. Valerie reads for 395 minutes. How
basketball games were sold. In Museum had a special show many more minutes does Hakeem read than Valerie reads?
January 790 tickets were sold. about bats. The chart shows 614 minutes
How many tickets were sold in how many people went to the
December and January? show each day.
1,684 tickets Bat Show Number of People
Thursday 238
8 A total of 718 visitors went Friday 417
to a park during August Saturday 509
and September. In August Sunday 385
654 visitors went to the park.
How many more people went
How many visitors went to the
to the bat show on Saturday
park in September?
and Sunday than Friday?
64 visitors
477 people
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company

Grade 3 • Chapter 3 Test 39 40

3_MFLE_AS_1822126_Ch03.indd 39 03/04/21 2:49 PM 3_MFLE_AS_1822126_Ch03.indd 40 03/04/21 2:49 PM

124A Florida’s B.E.S.T. Go Math! Grade 3

Teacher Notes

Chapter 3 Test 124B

Launch Into
MATH 2 Launch Into
Multiplication
SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics Learning Goal
● Grade 3 Area of Emphasis 2 building an understanding of Use arrays and other strategies to model products and
multiplication and division, the relationship between them and the factors. Multiply and divide fluently with factors up to 12.
connection to area of rectangles Recognize and apply multiplication and division properties.
● Preskill: MA.2.AR.3.2 Use repeated addition to find the total number
of objects in a collection of equal groups. Represent the total number of
Language Objective
objects using rectangular arrays and equations. Students describe how to model multiplication and division.
They explain the inverse relationship between multiplication
Mathematical Thinking & Reasoning Standards and division. They explain how to use these operations to
● MTR.1.1 Actively participate in effortful learning. solve real-world problems. They describe multiplication and
division properties and how to apply them.
● MTR.2.1 Demonstrate understanding in multiple ways.
● MTR.3.1 Complete tasks with mathematical fluency. MATERIALS
• MathBoard
● MTR.4.1 Engage in discussions on mathematical thinking.
• base-ten blocks
● MTR.5.1 Use patterns and structure.
• counters
● MTR.6.1 Assess reasonableness of solutions.
• crayons
● MTR.7.1 Apply mathematics of real-world contexts.
• square tiles

ACROSS THE GRADES

Before Grade 3 After
• Students use repeated addition to find • Students will explore multiplication of two • Students will multiply two whole numbers,
the total number of objects in a collection whole numbers with products from 0 to each up to two digits.
of equal groups and represent the total 144, and related division facts. • Students will divide a whole number up to
number of objects using rectangular arrays • Students will solve one- and two-step four digits by a one-digit whole number
and equations. real-world problems involving any of four with procedural reliability.
operations with whole numbers.

125A Florida’s B.E.S.T. Go Math! Grade 3

Professional Learning Go Online to Teacher’s Corner

PROFESSIONAL DEVELOPMENT IN THE CLASSROOM

Formats for Classroom Discourse Supporting All Learners

Whole-Class Discussions are led by the teacher, Working with partners and in groups is a key component
who helps the class focus on higher-level concepts, of learning mathematics. These questions are designed
mathematical reasoning, and making sense of new ideas. specifically to support learning in a collaborative math
The teacher should clear up widely held misconceptions classroom.
and tie past concepts to new thinking. • Why might they say that? (for students who are
Small Groups of three to six students discuss ideas struggling, to help them understand correct answers)
for solving the problem as a group and then with the • How can you help them out? (for students who are
teacher. This is a crucial time for the teacher to look on-target, to help students who are struggling)
for both conceptual and procedural errors. The teacher
• What can you add to what they’re saying? (for
challenges group members to explain their strategies,
incomplete answers)
whether correct or incorrect, for solving the problem.
• Do you think their answer is reasonable?
Partners respond to each other’s statements so that
both partners put their thoughts into words. They • What can you add to help them? (for incorrect
practice contributing to the discussion and try to answer answers)
each other’s questions. The teacher asks for clarification • How can you repeat what they said using your own
of their thinking and asks directional questions, focusing words? (to help students consider the reasoning of
on identifying and helping the students resolve their others)
own errors. • Can you reread the problem out loud? (when a
student is disengaged, disruptive, or both)

Common Errors with Multiplication

Within this lesson: In other lessons with multiplication:

• Students may incorrectly make an array to • Students may confuse the number of equal groups with
solve a problem. the number of objects in each group.
• Students may incorrectly divide a number into • Students may not pay attention to the multiplication
equal groups. sign and add instead of multiply.
• Students may find an incorrect product if they use
repeated addition to find the product.
For further information and tips on helping students
understand and correct common errors, see individual
lessons.

Launch Into Multiplication   125B

 CorrectionKey=FL-B

Launch Into
Math
Launch Into
2 Multiplication
Launch Into
Math
Launch Into
2 Multiplication
Introducing Multiplication
This Launch Into lesson challenges students to A Taste of
find multiple ways to create equal groups with Sunshine!
a specified total. This lesson prepares students Florida grows more oranges than any
to explore arrays to solve multiplication and other state in America. Most orange
division problems. juice is made from Florida oranges.

When oranges are ripe, they are

picked and sent to a packing house.
Engage Students Oranges are graded on their color,
Begin by discussing the opening topic. Invite shape, age, and freedom from defects.
students to participate by sharing what Most oranges are made into juice but
they know about Florida oranges or other the most perfect oranges are reserved More About Oranges
topics that relate to the lesson, such as their for gift boxes, which are sent all over • Oranges were first grown in China.
the world. Have you ever sent or
favorite fruits and fruit juices. Students show • There are over 600 varieties of

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Drobot Dean/Adobe Stock, (b) ©Tim UR/Shutterstock
received a box of Florida oranges?
oranges in the world.
an increased aptitude for learning if they are
actively engaged in some part of the subject • The word “orange” referred to a
color first. The fruit was named
matter. after the color.
Three Reads
Questions might include:
First, listen to the problem. What is
• Do you like oranges? the math story about?
• What is your favorite fruit? Next, read the problem aloud with
your class. How might numbers
• Have you or your family ever sent someone be used?
Florida oranges?
Then, read the problem with a partner.
Have students work in mixed-ability groups. What math questions can you ask
Give each student a task that they can do about the problem?
well. For instance, in groups of learners with Izzy’s family is sending a box of Florida
varying abilities, assign each student a specific oranges to his grandma. The box is
task, such as leading the group discussion, packed so there are the same number
of oranges in each row. The gift box
recording or drawing the work, presenting contains 24 oranges.
(but not explaining) the solution, and
explaining the models and methods used by Launch Into Multiplication 125

the group to solve the problem.

3_mflese661030_li02.indd 125 12/07/21 10:49 PM

Three Reads Language Routine

First Read The teacher reads the situation aloud. The students
listen to understand the situation.
• What is the situation about?
• Can you describe the situation using your own words?
Second Read The students read the situation as a class or with
partners. The students read to understand the math.
• What quantities are used in the situation?
• What are the connections between the quantities?
Third Read Each student reads the situation on their own. The
student reads to think about possible math problems.
• What mathematical question could you ask about the situation?
• Can this question be answered using the information given?

125 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Go Online
For the interactive lesson

Go Online
Now, read the question the problem asks.
Make a plan to solve the problem. for the enhanced Interactive lesson
Izzy’s family is sending a box of Florida
oranges to his grandma. The box is
packed so there are the same number Prompts for
of oranges in each row. The gift box
contains 24 oranges. Productive Perseverance
How many ways can the oranges
For Launch Into lessons, the exploration of
be packed? math concepts is more critical than finding a
solution. Students should be encouraged to
Write, model, or draw to solve the problem.
think about new math ideas in an atmosphere
Students’ modeling will vary. See the Teacher Edition that is conducive to learning, with minimal
for more in-depth explanations. pressure. They learn to solve the problem in
different ways and are able to choose the
method that works well for them.

What if students can’t start working or can’t

enter into the conversation for this lesson?
Use one or more of these opening prompts:
• What information do you know about the
problem?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Madlen/Shutterstock

• Can you draw a picture that represents
what you know?
• What numbers are in the problem?
• What is given in the problem that might
help you answer the question?
Discuss with a partner or in a group.
How can I help students who are frustrated?
Math Ask these leading questions:
Talk Compare the way you solved the problem with how other
students solved the problem. How were the solutions the • Think about a starting point. How can you
same? How were they different? Explain. See possible answers in enter into this problem?
the margin.
• What information do you have?
126 Florida’s B.E.S.T. Go Math! Grade 3
• What are you working on? What have you
done so far?
3_mflese661030_li02.indd 126 12/07/21 10:49 PM • What comes next? What are you solving
for?
ANSWERS • What information do you need to get
Main problem: The oranges can be packed in 8 different ways: unstuck? Talk to your partner (or group).
1 row of 24, 2 rows of 12, 3 rows of 8, 4 rows of 6, 6 rows of 4, To increase students’ understanding of their
8 rows of 3, 12 rows of 2, or 24 rows of 1. own thinking, ask:
Math Talk: Possible answer: Students’ answers may vary, but they may • If you have __ rows, how many oranges
have drawn pictures or an array, made lists, used guess and check with would be in each row?
repeated addition, or used other strategies. • Is there a different number of rows that
would also work?
• How can you be sure you have found all
possible solutions?

Launch Into Multiplication   126

CHAPTER
4 Chapter at a Glance
Understand Multiplication

LESSON 4.1 • 1 Day LESSON 4.2 • 1 Day LESSON 4.3 • 1 Day

Lesson at Count Equal Relate Addition and Represent

a Glance Groups . . . . . . . . . . . . 129A Multiplication . . . . . . 135A Multiplication with
Number Lines . . . . . . 141A
Florida’s B.E.S.T. ● 3.NSO.2.2 ● 3.NSO.2.2 ● 3.NSO.2.2

I can use equal groups to find how many I can relate repeated addition to I can use a number line to skip count and
I Can in all. multiplication. find how many in all.

Learning Goal Model and skip count objects in equal Write an addition sentence and a Model and skip count on a number line to
groups to find how many there are. multiplication sentence for a model. find how many there are.

Vocabulary equal groups factors, multiply, product

Multilingual Strategy: Model Concepts Strategy: Scaffold Language Strategy: Model Concepts
Support

LESSON 4.1 LESSON 4.2 LESSON 4.3

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.2.2 ■ ■ Waggle MA.3.NSO.2.2 ■ ■ Waggle MA.3.NSO.2.2
Fluency

■ Waggle MA.3.NSO.2.2 ■ Waggle MA.3.NSO.2.2 ■ Waggle MA.3.NSO.2.2

MTSS RtI ◆ ■ Reteach 4.1 ◆ ■ Reteach 4.2 ◆ ■ Reteach 4.3

Intervention ◆ ■ Tier 2 Intervention Skill S59 ◆ ■ Tier 2 Intervention Skill S61 ◆ ■ Tier 2 Intervention Skill S63
and ◆ ■ Tier 3 Intervention Skill E59 ◆ ■ Tier 3 Intervention Skill E61 ◆ ■ Tier 3 Intervention Skill E63
Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart
◆ ■ Enrich 4.1 ◆ ■ Enrich 4.2 ◆ ■ Enrich 4.3

See the Grab-and-Go!™ Centers Kit for more small-group activities.

Grab
TM

and
Version 2.0
Florida’s B.E.S.T. Strands
Differentiated Centers Kit
● Algebraic Reasoning (AR) ● Data Analysis & Probability (DP)
The kit provides literature, games, and ● Fractions (FR) ● Geometric Reasoning (GR)
activities for small-group learning. ● Measurement (M) ● Number Sense & Operations (NSO)

◆ Print/Printable Resource
■ Interactive Resource
127A Florida’s B.E.S.T. Go Math! Grade 3
 Chapter Pacing Chart
Introduction Instruction Assessment Total

1 day 7– 9 days 2 days 10 –12 days

LESSON 4.4 • 1 Day LESSON 4.5 • 1 Day LESSON 4.6 • 1 Day

Lesson at Represent Multiplication Represent Multiplication Understand the

a Glance with Bar Models . . . . 147A with Arrays . . . . . . . . 153A Commutative Property
of Multiplication . . . . 159A
Florida’s B.E.S.T. ● 3.NSO.2.2 ● 3.NSO.2.2 ● 3.AR.1.1 ● 3.NSO.2.2

I can represent multiplication with bar I can use arrays to model multiplication I can use the Commutative Property of
I Can models. and find factors. Multiplication to find products.

Learning Goal Solve one- and two-step problems by Use arrays to model products and factors. Model the Commutative Property of
using the strategy draw a bar model. Multiplication and use it to find products.

Vocabulary array Commutative Property of

Multiplication

Multilingual Strategy: Develop Meaning Strategy: Identify Relationships Strategy: Understand Context
Support

LESSON 4.4 LESSON 4.5 LESSON 4.6

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.2.2 ■ ■ Waggle MA.3.NSO.2.2 ■ ■ Waggle MA.3.NSO.2.2
Fluency

■ Waggle MA.3.NSO.2.2 ■ Waggle MA.3.NSO.2.2 ■ Waggle MA.3.NSO.2.2

MTSS RtI ◆ ■ Reteach 4.4 ◆ ■ Reteach 4.5 ◆ ■ Reteach 4.6
◆ ■ Tier 2 Intervention Skill S67
Intervention ◆ ■ Tier 2 Intervention Skill S71 ◆ ■ Tier 2 Intervention Skill S64
Tier 3 Intervention Skill E67
and ◆ ■ Tier 3 Intervention Skill E71 ◆ ■ Tier 3 Intervention Skill E64 ◆ ■

Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart

◆ ■ Enrich 4.4 ◆ ■ Enrich 4.5 ◆ ■ Enrich 4.6

For individual and class practice with counting automaticity and operational fluency,
go to Achieving Facts Fluency pages located online.

Chapter Games and Activities

■ Waggle Interactive Games ◆ Game and Activity Cards
■ Poggles ◆ Project Cards

◆ Print/Printable Resource
Interactive Resource
■
Chapter 4   127B
CHAPTER
4 Chapter at a Glance
Understand Multiplication

LESSON 4.7 • 1 Day

Lesson at Understand the Identity

a Glance and Zero Properties of
Multiplication . . . . . . 165A
Florida’s B.E.S.T. ● 3.AR.1.1 ● 3.NSO.2.2

I can multiply a number by 0 or 1.

I Can

Learning Goal Model multiplication with the factors 1

and 0.

Vocabulary Identity Property of Multiplication,

Zero Property of Multiplication

Multilingual Strategy: Model Concepts

Support
Consider ways in which
you empower students
LESSON 4.7 to solve problems in their
Practice ◆ ■ Practice and Homework lives, community, and
and ■ ■ Waggle MA.3.NSO.2.2 in the world.
Fluency

■ Waggle MA.3.NSO.2.2
MTSS RtI ◆ ■ Reteach 4.7

Intervention ◆ ■ Tier 2 Intervention Skill S66

and ◆ ■ Tier 3 Intervention Skill E66 SUPPORTING ALL LEARNERS
Enrichment ◆ ■ Tabletop Flipchart
Provide students mathematics
Image Credit: © HMH
◆ ■ Enrich 4.7 learning experiences that develop
critical consciousness and empower
them to use mathematics to
understand and critique the world.

◆ Print/Printable Resource
■ Interactive Resource
127C Florida’s B.E.S.T. Go Math! Grade 3
Teacher Notes

Chapter 4   127D

CHAPTER
4 Teaching for Depth
Understand Multiplication

Meaning of the Factors Use Models to Explore Properties

Understanding what the factors mean is critical to Models are useful for making sense of multiplication.
building an understanding of multiplication.
• M
 odeling multiplication by using groups of objects
• In addition and subtraction problems, the addends illustrates how each factor has a specific meaning
represent the same type of quantity. That is, if we in multiplication.
add or subtract marbles, both addends represent
• T
 he array model for multiplication leads students
marbles as does the sum.
to understand the Commutative Property of
• W
 ith multiplication, if we want to know how Multiplication. For example, 3 rows of 4 objects
many total marbles we have in 5 bags of marbles results in the same number of objects as 4 rows of
with 6 marbles in each bag, one factor represents 3 objects. This helps students derive new facts from
the number of marbles in each bag and the other facts that they already know.
factor represents the number of bags. The product
represents the total number of marbles in all
the bags.

Mathematical Thinking and Reasoning

From Models to Efficient Strategies 5.1 Use patterns and structure.

Students understand multiplication as a way to find
Students’ early explorations of multiplication are the total number of objects in all. They use drawings
similar to their initial experiences with addition and to combine equal groups, skip count on a number
subtraction. line, draw bar models, and use arrays. As students
• S tudents begin by modeling the action of the solve multiplication problems presented in context,
problem. they make sense of the meanings of factors and
products. Students use structure as they apply the
• E
 ventually, students move from direct modeling
Commutative Property of Multiplication to find
strategies to more efficient strategies based on
products by using other known products.
counting, addition and subtraction, and derivations
of products they know (Kilpatrick, Swafford &
Findell, 2001; Carpenter et al., 1999).

From the Research

“Modeling multiplication problems with
pictures, diagrams, or concrete materials helps
students learn what the factors and their
products represent in various contexts.
(NCTM, 2000, p. 151)
”

For more professional learning, go

online to Teacher’s Corner.

127E Florida’s B.E.S.T. Go Math! Grade 3

Instructional Journey
While every classroom may look a little different, this instructional model provides a
framework to organize small-group and whole-group learning for meaningful student learning.

Whole Group Small and Whole Group Small Group Whole Group
Engage Explore Explain Elaborate
5 minutes 15–20 minutes 15–20 minutes 5 minutes
Readiness Exploration Quick Check • Math on the Spot Videos
• Problem of the Day • Investigate, Unlock the Problem Share and Show • Higher-Order Thinking Problems
• Fluency Builder or • Multilingual Support and
Vocabulary Builder Strategy Differentiated Instruction
• Access Prior Knowledge • Common Errors Grab Evaluate
TM

and
Version 2.0
Engagement
• I Can Intervention • I Can Reflection
• Making Connections • Waggle
• Math Journal
• Learning Activity • Reteach
• Practice and Homework
• Tier 2 and Tier 3 MTSS
• Fluency Practice
• Waggle
Language Support
• Mathematical Thinking &
• Vocabulary Activities
Reasoning Standards Rubric
• Language Routines
• Multilingual Glossary

Enrichment
• Waggle Games
• Ready for More
• Enrich

Assessment
Diagnostic Formative Summative
• Show What You Know • Lesson Quick Check • Chapter Review
• FSA Test Prep • Chapter Test
• Performance Assessment Task

Grab
TM

and
Version 2.0
Differentiated Centers Kit
The kit provides literature, games, and
activities for small-group learning.
Chapter 4   127F
CHAPTER 4 Strategies for
Multilingual Learners
Assessing your student’s understanding of mathematical concepts can be done by listening,
speaking, reading, and writing. The level of support a student needs determines how best
to assess that student’s understanding of mathematical concepts and will help meet the
needs of all your students.

Planning for Instruction

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Student’s Use of • uses single words • uses single words • uses a variety of
Language sentences
• uses common short • uses some academic
phrases vocabulary • uses academic vocabulary
• heavily relies on visual • relies on visual supports • benefits from
supports and use of and use of manipulatives visual supports and
manipulatives manipulatives

Ways to Assess Listening: points to Listening: matches, Listening: draws

Understanding pictures, words, or phrases categorizes, or sequences conclusions and makes
to answer questions information based on connections based on
visuals what they heard
Speaking: answers yes/no
questions Speaking: begins to Speaking: explains and
explain reasoning, asks justifies concepts and
Reading: matches symbols
math questions, repeats solutions
to math terms and
explanations from peers
concepts Reading: understands
Reading: identifies information in math
Writing: draws a visual
important information to contexts
representation of a
solve a problem
problem Writing: completes
Writing: uses simple sentences using some
sentences and visual academic vocabulary
representations

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

• Look for strategies throughout the lesson to

support multilingual learners.
• Log on to ED to find additional multilingual
activities and Vocabulary Cards.

127G Florida’s B.E.S.T. Go Math! Grade 3

In This Chapter

Key Academic Vocabulary

Current Development Vocabulary
array, Commutative Property of Multiplication, equal groups, factor, Identity Property of Multiplication, multiply,
product, Zero Property of Multiplication

Using Language Routines to Develop Understanding

Language routines provide opportunities for students to develop an understanding of
mathematical language and concepts by listening, speaking, reading, and writing. More
information on these language routines can be found on the Language Support Cards.

Stronger and Clearer Each Time

1 Students show their thinking with math tools and visuals.
2 Students share their thinking and receive feedback with a partner or a group.
3 Students revoice feedback and revise their work.

Language Substantial Moderate Light

Support (WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Language 1 Students can show their 1 Students can show their 1 Students can show their
Routine thinking using visuals and/or thinking using words and/ thinking using words and
manipulatives. or visuals. visuals.
Differentiation
2 Students can answer yes/no or 2 Students can verbally 2 Students can use
single-word-answer questions communicate with their academic vocabulary to
about their reasoning. Allow partner or group using verbally communicate
students to rely heavily on visual representations to with their partner or
their visual representations. support their reasoning. group.
3 Students revise their work 3 Students repeat feedback 3 Students revoice feedback
based on feedback. and revise their work. and revise their work.

Possible Say: Does each group have the Students show different Provide multiplication
Student Work same number of counters? combinations of counters. equations for 24 with one
Student: Yes. factor left blank.
Say: Write two number sentences
for each set of counters. Say: Complete each equation
Have students show Ask: How do you know?
to show equal groups of 24.
24 in equal groups Student: I can count the counters Students write a multiplication
Ask: How do you know?
using counters. in each group. and repeated addition sentence
for each group. Student: I can use counters
Ask: How can you write what you to show groups, and then
see? Ask: What does each number add the counters. I can write
Student: 12 + 12 or 2 × 12 sentence show? addition number sentences
Ask: How many in all? Student: Different ways to show to prove the multiplication
equal groups of 24. equations.
Student: 24
Repeat with other equal groups.

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

Chapter 4   127H

 CorrectionKey=FL-B

CHAPTER

4
Chapter Name

4 Understand Multiplication
Assessing Prior Knowledge
Use Show What You Know to determine
if students need intensive or strategic S how What You K now
intervention.
Count On to Add Use the number line. Write the sum.

Real
MATH in the World 0 1 2 3 4 5 6 7 8 9 10

1. 6 + 2 = _
8 2. 3 + 7 = _
10
Students are asked to solve a multi-step
problem. They should recognize that all
Skip Count by Twos and Fives Skip count. Write the missing numbers.
the information they need is not stated
3. 2, 4, 6, _
8 ,_
10 , _
12 4. 5, 10, 15, _
20 , _
25 , _
30
in the problem.
Ask: Model with Arrays Use the array. Complete.
• Is all the information you need to 5. 6.

solve the problem given? Explain. no;

I need to know the number of legs on a cow
and the number of legs on a chicken.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©David Frazier/Corbis

4 +_
_ 4 +_
4 =_
12 5 +_
_ 5 =_
10
• How could you find the number of
legs on all the animals? Possible answer:
I can skip count, then add. Real
MATH in the World
Ryan’s class went on a field trip to a farm. They saw
5 cows and 6 chickens. Figure out how many legs were
on all the animals they saw.

32 legs; There are 20 legs on 5 cows and

12 legs on 6 chickens.

Chapter 4 127

3_mflese661030_c04o.indd 127 12/07/21 2:58 PM

Show What You Know • Diagnostic Assessment

Use to determine if students need intervention for the chapter’s prerequisite skills.

If YES...then use
If NO...then
Were students successful with INTERVENE
INTERVENE
INDEPENDENT
Show What You Know? ACTIVITIES

Missed More Florida’s B.E.S.T.

Skill Intervene With
Than Standards
Grab
TM

and
TIER 3 Count On to Intensive Intervention
0 MA.1.NSO.2.2 Version 2.0
Add Skill E24
Differentiated Centers Kit
Skip Count by Use the Reteach or Enrich
TIER 2 Strategic Intervention
0 MA.1.NSO.1.1 Activities online or the
Twos and Fives Skill S56/S57
independent activities in
the Grab-and-Go 2.0™
TIER 2 Model with Strategic Intervention Differentiated Centers Kit.
0 MA.2.AR.3.2
Arrays Skill S60

127 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Vocabula ry B uild er Go Online For more help

Vocabulary Builder
Visualize It Connect to Vocabulary
Complete the tree map by using the review words. Have students complete the activities on this
Review Words
Possible answers are given.
addend page by working alone or with partners.
difference
Related Facts
equations Visualize It
subtraction A tree map helps to classify words. Start
sum
equations
Preview Words
with the main idea: Related facts are related
array number sentences. Addition and subtraction
Commutative number sentences are related when they
addition subtraction Property of
Multiplication involve the same numbers. Addends are
equal groups combined to get a sum. The sum is the answer
factor
sum difference
Identity Property of
to an addition problem, and the difference is
Multiplication the answer to a subtraction problem.
multiply
addend product Understand Vocabulary
Zero Property of
Multiplication
Introduce the new words for the chapter.
Understand Vocabulary
Read the definition. Write the preview word that matches it.
Students can enhance their understanding of
key chapter vocabulary through the use of the
1. a set of objects arranged in rows and columns ___
array
Vocabulary Cards. Have students cut out the
cards and create their own deck of terms. You
can use these cards to reinforce knowledge
2. the answer in a multiplication problem ___
product
and reading across the content areas.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©HMH

3. when you combine equal groups to find how many in all ___
multiply

4. a number that is multiplied by another number

to find a product

___
factor

School-Home Letter is available in

128 Florida’s B.E.S.T. Go Math! Grade 3
English and Spanish online, and in
multiple other languages.
.

3_mflese661030_c04o.indd 128 04/08/21 9:11 PM

Intervention Options MTSS RtI Response to Intervention

Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels.

TIER 1 TIER 2 TIER 3 ENRICHMENT

On-Level Intervention Strategic Intervention Intensive Intervention Independent Activities
For students who are generally For students who need small- For students who need For students who successfully
at grade level but need early group instruction to review one-on-one instruction to complete lessons, use:
intervention with the lesson concepts and skills needed for build foundational skills for
• Waggle Practice and Games
concepts, use: the chapter, use: the chapter, use:

Grab
TM

and
• Reteach Prerequisite Skills Activities Prerequisite Skills Activities
3 3
2 2

Version 2.0
1 1

• Waggle Tier 2 Activity Tier 3 Activity

3 3

Differentiated Centers Kit

2 2
1 1

Tier 1 Activity
3

• Ready for More Activity for

2
1

every lesson

• Enrich

Chapter 4   128

LESSON
4.1 Lesson at a Glance
Count Equal Groups

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with I can use equal groups to find how many in all.
products from 0 to 144, and related division facts.
Learning Goal
Mathematical Thinking & Reasoning Standards
Model and skip count objects in equal groups to find how
● MTR.1.1 Actively participate in effortful learning.
many there are.
● MTR.2.1 Demonstrate understanding in multiple ways.
● MTR.3.1 Complete tasks with mathematical fluency. Language Objective
● MTR.5.1 Use patterns and structure. Students use an example from the lesson to describe how
they can use equal groups to find how many in all.
MATERIALS
• MathBoard
• counters

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.2 Explore multiplication of ● MA.4.NSO.2.1 Recall multiplication facts
two whole numbers with sums up to two whole numbers with products from 0 with factors up to 12 and related division
1,000. Explore the subtraction of a whole to 144, and related division facts. facts with automaticity.
number from a whole number, each no
larger than 1,000.

ABOUT THE MATH

Why Teach This
Understanding equal groups and how they can be The goal is for students to recognize and represent
represented builds the foundation for understanding the situations with equal groups so in later lessons, they will
operation of multiplication. In a multiplication expression, know when multiplication can be used to solve a problem.
the first factor is the number of equal groups and the
second factor is the number of objects in each group.
The focus of this lesson is on modeling and drawing equal
groups to find how many in all. Students do not record
multiplication expressions or sentences yet. Equal groups
are presented in context, and students use the models to
represent and solve word problems.

For more professional learning,

129A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 4.1 with the Interactive Student Edition
What is 423 rounded to the nearest hundred?
400 I Can Objective
I can use equal groups to find how many in all.

Vocabulary Making Connections

• Interactive Student Edition Invite students to tell you what they know about
• Multilingual Glossary equal groups.
• What does the word equal mean? the same
Vocabulary Builder value
Equal Groups Semantic mapping can be used to: • Let’s practice adding equal amounts. What is
2 + 2? 4
• learn meanings and uses of new words;
• What is 3 + 3? 6
• see words used in new contexts;
• analyze the relationships between words. Continue reviewing adding doubles up to 10.
Have students place the term equal groups in the center Learning Activity
of the semantic map and list as many words and phrases
as possible that are related to the term. Ask the following questions.
• Start at 2 and skip count by 2s. What are the
first 10 numbers? 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
• How is skip counting by 2 like repeated
addition? I keep adding 2 to get the next
number.
equal
groups

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge
Have the class share what they know about Hot Wheels®
and discuss if anyone collects the cars.
• What would you include in a new design for a Hot
Wheels® car? Answers will vary.

Chapter 4 • Lesson 1   129B

 CorrectionKey=FL-B

LESSON 4.1 CHAPTER 4

Name Lesson 1
2 Explore
Florida’s B.E.S.T.
Count Equal Groups ● Number Sense & Operations 3.NSO.2.2
● Mathematical Thinking & Reasoning
I Can use equal groups to find how many in all. MTR.1.1, MTR.2.1, MTR.3.1, MTR.5.1

Real Real
Unlock the Problem World UNLOCK the Problem World

Make sure that students understand which Equal groups have the same number of
objects in each group.
number is the number of groups and which • How many wheels are on each car?
number is the number in each group. Tibor has 6 toy cars. Each car has 4 wheels
4 wheels. How many wheels are • How many equal groups of wheels
there in all? are there?

One Way 6 equal groups

Students use counters to model equal groups • How can you find how many wheels
in all?
and then skip count to find how many in all.
Possible answers: Skip count by 4s
• In Step 1, what do the counters represent? six times; add 4 six times.
the wheels on each car
• In Step 2, why are there 6 equal groups? One Way Use counters to model the equal groups.

Possible answer: because there are 6 cars Materials ■ counters

• What does it mean to “skip count”? Possible STEP 1 Draw 4 counters in each group.

answer: to count in a pattern by the same number STEP 2 Skip count to find how many wheels in all.
Skip count by 4s until you say 6 numbers.
• When you skip count in Step 2, which
number of
number is the total? the last number, 24 equal groups → 1 2 3 4 5 6

MTR 1.1 Actively participate in effortful

learning. Math Talk:
Possible answer:

Math Use Math Talk to help students

Show 8 groups
© Houghton Mifflin Harcourt Publishing Company

Talk
with 4 in each
understand that when the number 4, _
8 , 12, _
16 , _
20 , _
24
group. Then skip
count by 4s to
of groups increases and the number in each find the total of 32.
There are _ 6 groups with _
4 wheels in
group stays the same, they can skip count by each group. Math MTR Actively participate in
the same number to find the total. Talk 1.1 effortful learning.
So, there are _
24 wheels in all. What if Tibor had 8 cars?

MTR 2.1 Demonstrate understanding in How could you find the total
number of wheels?
multiple ways. Go Online For more help Chapter 4 • Lesson 1 129
• What if you were finding the number of
wheels on 6 bicycles instead of 6 cars?
What would you do the same? What would 3_mflese661030_c04l01.indd 129 12/07/21 3:05 PM

you do differently? Possible answer: There would

still be 6 groups. Each group would have 2 counters
instead of 4. I would skip count by 2s instead of by 4s.
Multilingual Support
STRATEGY: Model Concepts
Have students line up 12 counters in a row and point to each as they
count aloud.
• Explain that skip counting by 3s means counting by groups of 3.
• Arrange the counters in 4 groups of 3. Ask how many are in each
group. 3
• Have them prove there are 12 in total by skip counting aloud by 3s,
pointing to the third counter in each group.

Go Online
Video Tutorials and
Interactive Examples

129 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Example Count equal groups to find the total.

Sam, Kyla, and Tia each have 5 pennies.
Example
How many pennies do they have in all? Make sure students know how many groups
How many pennies does each person have? _____
5 pennies there are and how many are in each group.
How many equal groups of pennies are there? _____
3 equal groups • How do you know how many equal groups
Draw 5 counters in each group. there are? There are 3 people with the same number
of pennies, so there are 3 equal groups.
• How do you know what the number in each
Think: There are _
3 groups of 5 pennies.
group is? Each person has 5 pennies, so there are 5
pennies in each group.
• Why can you skip count to find the total?
Think: There are _
3 fives. 5c 5c 5c
because there are the same number in each group
Students explain that by having the same
Skip count to find how many pennies. _
5 , 10 ,
_ 15
_ number in each group, 5 pennies, they can skip
count to find how many in all.
So, they have _
15 pennies.

• Explain why you can skip count by 5s to find how many.

Possible explanation: because there are the same number in each group 3 Explain
Share and Show Math
Board
Math
1. Complete. Use the picture. Skip count to find
how many wheels in all.
Share and Show Board
Math Talk: If 2 groups The first problem connects to the learning
were added, I would
count 6 groups of 2
model. Have students use the MathBoard to
instead of 4 groups explain their thinking.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

of 2, changing the
answer from 8 to 12. MTR 5.1 Use patterns and structure.
_
4 groups of 2
Math
Math
MTR Use patterns and
_
4 twos Talk 5.1 structure. Use Math Talk to help students
Skip count by 2s. 2, 4, _
6 ,_
8 How would your answer Talk understand that the number of
change if 2 more groups of

So, there are _

8 wheels.
wheels were added?
groups is the same as the number of times they
must skip count.
130 Florida’s B.E.S.T. Go Math! Grade 3
• What if you made 3 groups of 2 and your
friend made 2 groups of 3? Would you both
3_mflese661030_c04l01.indd 130 12/07/21 3:05 PM get the same answer? Explain. Possible answer:
Yes, I would skip count by 2 three times. My friend
would skip count by 3 two times. We would both get 6.
Ready for More Visual / Kinesthetic
Partners

Materials 25 counters, Spinners (5-section) (see eTeacher Common Errors

Resources)

• Have students label the spinner from 1 to 5. Error Students may confuse the number of
• Students take turns spinning equal groups with Errors
Common the number of objects in
the pointer. They use the each group.
5 1
first number for the number Example 2 groups of 6
of equal groups. The second
number is the number of 4 2
counters in each group.
3
• Students model the equal
groups by using the counters.
• Have students write the skip-counting number Springboard to Learning Encourage
pattern to find the total number of counters. students to underline or circle the first
number and “groups”. Explain that the first
• Students repeat the activity as time allows. number tells the number of groups.
6 groups of 2

Chapter 4 • Lesson 1   130

 CorrectionKey=FL-B

Name

Use the checked problems for Quick Check.

Students should show their answers for the Draw equal groups. Skip count to find how many. Check students’ drawings.
Quick Check on the MathBoard. 2. 2 groups of 6 _
12 3. 3 groups of 2 _
6

Quick Check MTSS RtI

Count equal groups to find how many.
If
If a student misses the checked 4. 5.
problems

Then Differentiate Instruction with

• Reteach 4.1 _
4 groups of _
3 _
3 groups of _
7

• Waggle MA.3.NSO.2.2 _
12 in all _
21 in all

On Your Own
On Your Own Draw equal groups. Skip count to find how many. Check students’ drawings.
6. 3 groups of 3 _
9 7. 2 groups of 9 _
18
If students complete the checked problems
correctly, they may continue with the On Your
Own section.

Higher-Order Thinking 8. A toy car costs $3. A toy truck costs $4. Which costs
more—4 cars or 3 trucks? Explain.
MTR 3.1 Complete tasks with mathematical They cost the same amount. Possible explanation: Skip count by 4s 3 times: 4, 8, 12.
fluency.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Skip count by 3s 4 times: 3, 6, 9, 12. 12 = 12

Problem 8 In this multistep problem, be sure
students understand they must first find the 9. MTR Elliott has a collection of 20 toy cars. Will he be able to put
cost of 4 cars and the cost of 3 trucks and then an equal number of toy cars on 3 shelves?
Explain your answer.
compare. Encourage students to draw a picture
No; Possible explanation: 20 is not a number you say when you skip count by 3s.
to help them solve the problem.
MTR 2.1 Demonstrate understanding in
multiple ways. Chapter 4 • Lesson 1 131

To extend students’ thinking about equal

groups, ask them to think of another way to 3_mflese661030_c04l01.indd 131 12/07/21 3:05 PM

find the total. If no one suggests repeated Meeting Individual Needs

addition, have students write a repeated
addition equation for Problem 9 and add by
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 4.1 MTSS RtI1 CorrectionKey=FL-A Enrich 4.1
DO NOT EDIT--Changes must be made through “File info”

threes to see if they can reach 20. Make sure Name

LESSON 4.1
Name
LESSON 4.1
Reteach Enrich
they understand that to put the same number
of cars on 3 shelves, they will need to add 3 Count Equal Groups Clues and Equal Groups

cars at a time. Equal groups have the same number in each group.
There are 3 tulips in each of 4 vases. How many tulips
Read each problem. Look for a clue that tells about the
number of groups. Draw equal groups to model the
problem. Then solve.
are there in all?
Step 1 Think: there are 4 vases, so draw 4 circles 1 Jan walks 4 miles each week for Check students’ drawings.
to show 4 equal groups. one month. How many miles
Step 2 Think: there are 3 tulips in each vase, so draw does she walk altogether?
3 dots in each group. 16 miles

2 Brett signed up for 2 tennis

lessons each month from January
Step 3 Skip count by 3s to find how many in all: 3, 6, 9, 12 through May. How many lessons
did he sign up for in all?
There are 4 equal groups with 3 tulips in each group.
10 lessons
So, there are 12 tulips in all.
3 Miriam practices playing the
clarinet for 2 hours every day.
1 Draw 3 groups of 5. Skip count to find how many. How many hours does she
Check students’ drawings. practice the clarinet each week?
14 hours
15 in all
Count equal groups to find how many. 4 Choose one of the problems. Explain how
your drawing shows equal groups.
2 3 Answers will vary. Possible answer for Problem 2: I drew 5 circles, one for

each month. I drew 2 dots in each circle to show 2 lessons each month. My
drawing shows 5 equal groups of 2.

2 groups of 5 4 groups of 2

Go Online
10 in all 8 in all

17 17
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c04r01.indd 17 7/6/21 2:21 PM 3_mflean1822132_c04e01.indd 17 7/6/21 2:19 PM

131 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications

10. Tina, Charlie, and Amber Toy Cars

4 Elaborate
have toy cars. Each car has 4 wheels. on the
How many wheels do their cars have Tina Spot
Real
altogether? Problem Solving World

Name
Charlie

a. What do you need to find? Amber

Applications
how many wheels the cars have altogether 0 1 2 3 4 5 6
Number of Cars MTR 1.1 Actively participate in effortful
b. What information will you use from the learning.
graph to solve the problem?
Work through the scaffolded problem with
the number of cars each person has
students to help them focus on how to find
c. Show the steps you used to solve the the correct answer.
problem. • In 10c, what steps did you use to solve the
Check students’ work. Possible answer: problem? Possible answer: First, I added to find the
Tina—2 groups of 4, or 8 in all
Charlie—5 groups of 4, or 20 in all
total number of cars: 2 + 5 + 3 = 10. Then I skip
Amber—3 groups of 4, or 12 in all. 8 + 20 + 12 = 40 counted by 4s ten times to find the total number of
wheels: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40. So, there
d. So, the cars have _
40 wheels. are 40 wheels in all.

MTR 2.1 Demonstrate understanding in

11. A bookcase has 4 shelves. Each shelf holds 5 books. How
many books are in the bookcase? multiple ways.
Problem 11 Assess whether students can
Draw counters to model the problem. Then explain how
you solved the problem. model a multiplication problem by making
equal groups and then use the model to solve
the problem. Students’ explanations should
give insight into how well they understand
© Houghton Mifflin Harcourt Publishing Company the concept of multiplication.

20 books; Possible explanation: I drew 5 counters in each group, and

then I skip counted by 5s: 5, 10, 15, 20.

5 Evaluate Formative
Assessment

132 Florida’s B.E.S.T. Go Math! Grade 3

I Can
Have students use an example from the lesson
3_mflese661030_c04l01.indd 132 12/07/21 3:05 PM
to demonstrate the I Can statement.
DIFFERENTIATED INSTRUCTION • Independent Activities
I can use equal groups to find how many in
all by . . . skip counting the equal groups by using or
Grab
TM
drawing counters.
and
Version 2.0
Math Journal WRITE Math
Differentiated Centers Kit
Write a problem that can be solved by using
equal groups.
Tabletop Flipchart Readers
Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 4 • Lesson 1   132

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 4.1
Practice and Homework
• Built-in student supports Count Equal Groups
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Draw equal groups. Skip count to find how many.
4 18
Practice and Homework 1. 2 groups of 2 2. 3 groups of 6

Count Equal Groups

Use the Practice and Homework pages to
Check students’ drawings.
provide students with more practice of the
concepts and skills presented in this lesson. Count equal groups to find how many.
Students master their understanding as they 3. 4.
complete practice items and then challenge
their critical thinking skills with Problem
Solving. Use the Write Math section to
determine students’ understanding of content
for this lesson. Encourage students to use their
Math Journals to record their answers. 4 groups of 3 4 groups of 4

12 in all 16 in all

Problem Solving Real

World

5. Marcia puts 2 slices of cheese on 6. Tomas works in a cafeteria kitchen.

each sandwich. She makes 4 cheese He puts 3 cherry tomatoes on each
sandwiches. How many slices of of 5 salads. How many tomatoes does
cheese does Marcia use in all? he use?
© Houghton Mifflin Harcourt Publishing Company

8 slices 15 tomatoes

7. WRITE Math Write a problem that can be solved by using equal groups.

Possible answer: Jen has 3 toy boxes. Each toy box has 6 toys.

How many toys does Jen have?

Chapter 4 • Lesson 1 133

3_mflese661030_c04p01.indd 133 12/07/21 3:05 PM

CROSS-CURRICULAR
SCIENCE SOCIAL STUDIES
• The tundra is the world’s coldest biome. This biome is • The American bald eagle has been
found in the Arctic and at the tops of high mountains. a symbol of the United States
​ 15 ​of Earth.
• The tundra biome is big. It covers almost __ since 1782.
• Tundra comes from the Finnish word tunturi, which • A bald eagle is not bald. Its name
means “treeless plain.” Not much grows in the tundra. comes from the word piebald,
which means “marked with white.”
• Some plants and animals do live in the tundra,
though. They have learned to survive in the harsh • You can find the bald eagle used
environment. One animal that lives in the tundra is in several places: on the back of a one dollar bill, on
the polar bear. It is the largest land animal that eats coins, on the Great Seal, and on the president’s flag.
meat. • It took the Founding Fathers six years to choose the
bald eagle for the national emblem. It was chosen
• A female polar bear usually has twins. If 6 female
because it represented strength, courage, freedom,
polar bears have twins, how many baby polar bears
and immortality.
are there in all? 12 baby polar bears
• A female bald eagle lays up to 3 eggs. If there are
5 nests and each has 3 eggs, how many eggs are
there in all? 15 eggs

133 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
8. Maya makes 3 bracelets. Each 9. Ian has 5 cards to mail. Each card students in previously taught concepts and to
bracelet has 3 beads. How many needs 2 stamps. How many stamps promote content retention.
beads does Maya use? does Ian need?

9 beads 10 stamps

Spiral Review
10. There were 384 people at a play 11. Walking the Dog Pet Store has
on Friday night. There were 438 leashes in stock. They sell
512 people at the play on Saturday 79 leashes during a one-day sale.
night. Estimate the total number of How many leashes are left in stock
people who attended the play on after the sale?
both nights.

Possible answer: about 900 people 359 leashes

12. The Lakeside Tour bus traveled 13. During one week at Jackson School,
490 miles on Saturday and 210 students buy milk and 196
225 miles on Sunday. About how students buy juice. How many
many more miles did it travel on drinks are sold that week?
© Houghton Mifflin Harcourt Publishing Company
Saturday?

Possible answer: about 300 miles 406 drinks

134 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c04p01.indd 134 12/07/21 3:05 PM

Chapter 4 • Lesson 1   134

LESSON
4.2 Lesson at a Glance
Relate Addition and Multiplication

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with I can relate repeated addition to multiplication.
products from 0 to 144, and related division facts.
Learning Goal
Mathematical Thinking & Reasoning Standards
Write an addition sentence and a multiplication sentence for
● MTR.1.1 Actively participate in effortful learning.
a model.
● MTR.2.1 Demonstrate understanding in multiple ways.
● MTR.3.1 Complete tasks with mathematical fluency. Language Objective
● MTR.4.1 Engage in discussions on mathematical thinking. Students compare multiplication and addition using the
comparison words alike, similar, different, and dissimilar.
● MTR.5.1 Use patterns and structure.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.2 Explore multiplication of ● MA.4.NSO.2.1 Recall multiplication facts
two whole numbers with sums up to two whole numbers with products from with factors up to 12 and related division
1,000. Explore the subtraction of a whole 0 to 144, and related division facts. facts with automaticity.
number from a whole number, each no
larger than 1,000.

ABOUT THE MATH

If Students Ask
What is multiplication? Multiplication is a way of In a multiplication expression with two factors, the
combining equal groups. When equal groups are added convention is that the first factor tells the number of
multiple times, a multiplication expression showing the groups and the second factor tells the number in each
number of groups × the number in each group can be group. Students should connect their understanding of
used to represent the repeated addition in a more concise equal groups to multiplication by seeing that 2 groups of 3
way. can be expressed as 2 × 3. The convention for the vertical
form of multiplication presented in this lesson shows the
top number as the number of groups and the bottom
number as the number in each group.

For more professional learning,

135A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 4.2 with the Interactive Student Edition
Mr. Janis ordered 245 stuffed animals and 375 toy cars for
the store. How many toys did Mr. Janis order in all? I Can Objective
620 I can relate repeated addition to multiplication.

Vocabulary Making Connections

• Interactive Student Edition Invite students to use what they know about
• Multilingual Glossary rounding to estimate the sum of the problem
presented in the lesson opener.
• How can you use rounding to estimate a
Vocabulary Builder solution to this problem? Round 9 to the nearest
Materials Word Descriptions (see eTeacher Resources) ten, 10.
Multiply A word description chart can help students • What should you notice if you use rounding?
better understand new vocabulary. Have them fill in their We increased the number of items in each
own definition of multiply and include words or phrases mailbox by 1.
that describe characteristics of the term. Then have • What is your estimate of the number of items?
students come up with some examples and nonexamples, 30 items
which may include drawings and diagrams as well as
numbers and words. Label appropriate examples with the Learning Activity
terms factors and product.
There are 3 mailboxes. The postman delivers 9
items to each mailbox. How many items does the
Write the Describe using postman deliver in all?
definition. facts and
What is the problem the students are trying to
characteristics. solve? Connect the story to the problem.
multiply • What information are you given? the number
of mailboxes and number of items delivered to
Write or draw Write or draw each mailbox
an example. a nonexample. • How many items were delivered to each
mailbox? 9
• How many mailboxes are there? 3
• Write the addition sentence if 2 mailboxes only
FOCUSING ON THE WHOLE STUDENT received 4 pieces of mail each. 4 + 4 = 8

Access Prior Knowledge

Use i Tools: Counters to demonstrate making equal
groups. Then, ask students to draw quick pictures on their
MathBoards to show equal groups.
• How many groups did you draw? Answers will vary.
• How many counters did you draw in each group?
Answers will vary.
• How can you find the total number of counters?
Possible answers: count all the counters; skip count by
the number of counters in each group; add the number
of counters in each group.
Have student share and compare their strategies.

Chapter 4 • Lesson 2   135B

 CorrectionKey=FL-B

LESSON 4.2 CHAPTER 4

Name Lesson 2
2 Explore
Florida’s B.E.S.T.
Relate Addition and Multiplication ● Number Sense & Operations 3.NSO.2.2
● Mathematical Thinking and Reasoning
I Can relate repeated addition to multiplication. MTR.1.1, MTR.2.1, MTR.3.1, MTR.4.1,
MTR.5.1

Real
Unlock the Problem World UNLOCK the Problem Real
World
MTR 1.1 Actively participate in effortful Tomeka needs 3 apples to make one loaf
learning. of apple bread. Each loaf has the same • How many loaves is Tomeka making?

Check that students understand how to use number of apples. How many apples 4 loaves
does Tomeka need to make 4 loaves?
the number of loaves and the number of • How many apples are in each loaf?
apples in each loaf to solve the problem. 3 apples

One Way • How can you solve the problem?

One Way Add equal groups. Possible answers: Skip count by 3s
This method uses a drawing and repeated four times; add 3 four times.
Use the 4 circles to show the 4 loaves.
addition to find the number of apples needed
Draw 3 counters in each circle to show the
in all. apples Tomeka needs for each loaf.
As students complete each step, focus on
their understanding of what the numbers
represent.
• Why do you think this addition can be
called repeated addition? Possible answer: Since
the number of counters in each group is the same, you
are adding 3 over and over again.
Find the number of counters.
MTR 2.1 Demonstrate understanding in Complete the addition equation.
multiple ways. 3+_
3 +_
3 +_
3 =_
12

Math
© Houghton Mifflin Harcourt Publishing Company

So, Tomeka needs _

12 apples to
Use Math Talk to focus on the
Talk connection between a visual and a make _
4 loaves of apple bread.
Math MTR
symbolic representation for the same situation. Math Talk: Possible answer: drawing a picture can Talk
Demonstrate understanding
2.1 in multiple ways.
help me to visualize what the problem is asking.
How can drawing a picture
MTR 4.1 Engage in discussions on By making different groups, I can see how many
are in each group, and count them if necessary.
help you to solve a problem
with equal groups?
mathematical thinking.
• Why is it sometimes better to use Go Online For more help Chapter 4 • Lesson 2 135
multiplication than addition? Explain,
using an example. Possible answer: When you use
repeated addition to find the total, you need more than 3_mflese661030_c04l02.indd 135 04/08/21 8:46 PM

one step. For example, for 9 × 8, you would have to

add 8 nine times. Multiplication is only one step.
Multilingual Support
STRATEGY: Scaffold Language
Select a problem from the lesson.
• Have pairs of students use counters to work through the steps to
solve it.
• Have students use sentence frames to verbalize the steps.
First, make ______ groups to show the _____.
Put ______ counters in each group to show the number of ____ in
each _____.
Then, count the counters.
There are ______ in each _____ which equals ____ altogether.

Go Online
Video Tutorials and
Interactive Examples

135 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Another Way Multiply. Another Way

When you combine equal groups, you can multiply This method connects equal groups to
to find how many in all. multiplication to find the total.
• What is an advantage of using multiplication
Think: 4 groups of 3
to solve the problem? Possible answer: It takes less
time to write 4 × 3 = 12 than it does to write 3 + 3 + 3
Draw 3 counters in each circle. + 3 = 12.
Since there are the same number of counters in each circle, you • In order to use multiplication, what must be
can multiply to find how many in all. true about the number of objects in each
Multiplication is another way to find how many there are group? Possible answer: The number of objects in each
altogether in equal groups. group must be equal because multiplication is a way to
Write: × = or factor combine equal groups.
→
4 3 12 4
→

→ ×3
→
factor
factor factor product
____
12
→
product
• What does the factor 4 stand for in this
multiplication equation? 4 equal groups
Read: Four times three equals twelve.
• What does the factor 3 stand for? 3 counters in
The factors are the numbers multiplied. each group
The product is the answer to a multiplication problem. • What does the product 12 stand for? There are
12 counters in all.
Share and Show Math
Board

1. Write related addition and multiplication equations

for the model.
3 Explain
Math
Share and Show Board
© Houghton Mifflin Harcourt Publishing Company The first problem connects to the learning

© Houghton Mifflin Harcourt Publishing Company

5 +_
_ 5 +_
5 +_
5 =_
20
model. Have students use the MathBoard to
Math MTR Engage in discussions on explain their thinking.
4 ×_
_ 5 =_
20 Talk 4.1 mathematical thinking.
Possible answer: The model would How would you change this MTR 4.1 Engage in discussions on
have to show 2 groups of 4 or model so you could write a
2 groups of 3. There needs to be multiplication equation to mathematical thinking.
match it?
the same number in each group.
Math Use Math Talk to focus students’
136 Florida’s B.E.S.T. Go Math! Grade 3 Talk understanding on modeling
multiplication.
3_mflese661030_c04l02.indd 136 04/08/21 8:46 PM

Ready for More Vebal / Linguistic

Partners
Common Errors
• Write several repeated addition expressions, Error Students may reverse the number of
such as the following, on the board. Explain to groups and the number in each group when
students that an expression is a mathematical writing a multiplication equation.
phrase that has numbers and operation signs but Common Errors
does not have an equal sign. Example Students write 3 ∙ 4 = 12
for 4 groups with 3 items in each
group.
2+2+2 +2 +2 Springboard to
5+5+5 Learning
Have students use
3+3+3+3 an index card to
record the following
to use as a reminder
to while writing
• Have each student write a word problem for one multiplication
of the addition expressions. equations:
groups of items ∙
× ∙

Chapter 4 • Lesson 2   136

 CorrectionKey=FL-B

Name
Use the checked problems for Quick Check.
Students should show their answers for the Draw a quick picture to show the equal groups. Then
Quick Check on the MathBoard. write related addition and multiplication equations. Check students’ drawings.
2. 3 groups of 6 3. 2 groups of 3

Quick Check MTSS RtI

6 +_
_ 6 +_
6 =_
18 3 +_
_ 3 =_
6
If a student misses the checked
problems 3 ×_
_ 6 =_
18 2 ×_
_ 3 =_
6

Then Differentiate Instruction with On Your Own

• Reteach 4.2
Draw a quick picture to show the equal groups. Then
• Waggle MA.3.NSO.2.2 write related addition and multiplication equations. Check students’ drawings.
4. 4 groups of 2 5. 5 groups of 4

On Your Own
2 +_
_ 2 +_
2 +_
2 =_
8 4 +_
_ 4 +_
4 +_
4 +_
4 =_
20
If students complete the checked exercises
correctly, they may continue with the On Your
4 ×_
_ 2 =_
8 5 ×_
_ 4 =_
20
Own section.
The quick pictures help students understand Complete. Write a multiplication equation.
the multiplication facts and show the reasons 6. Umberto buys 4 packs of pens. 7. Ada has 3 vases. She puts 5 flowers
for their conclusions. Each pack has 4 pens. Write a in each vase. Write a multiplication
multiplication equation to show how equation to show how many flowers
many pens Umberto buys. Ada puts in the vases.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Higher-Order Thinking 4 ×_
_ 4 =_
16 3 ×_
_ 5 =_
15

MTR 2.1 Demonstrate understanding in 8. Mrs. Tomar buys 2 packs of vanilla 9. Moritz buys 3 packs of red peppers
multiple ways. yogurt and 3 packs of strawberry yogurt. and 4 packs of green peppers. Each
Each pack has 4 yogurts. How many pack has 4 peppers. How many
To extend students’ thinking about the yogurts does Mrs. Tomar buy? peppers does Moritz buy?
meaning of multiplication, write 3 × 5 on 20 yogurts 28 peppers
the board and ask them to represent it by
naming a situation or by making a drawing. Chapter 4 • Lesson 2 137
They should find the product and explain the
method used for finding the product. Next,
3_mflese661030_c04l02.indd 137 04/08/21 8:47 PM
give students an equation, such as Meeting Individual Needs
2 × 7 = , and ask them to find the product
by using a different method.
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 4.2 MTSS RtI1 CorrectionKey=FL-A Enrich 4.2
DO NOT EDIT--Changes must be made through “File info”

LESSON 4.2 LESSON 4.2

Name Name
Reteach Enrich

Relate Addition and Multiplication Model Groups

Draw a quick picture to show equal groups. Then write
related addition and multiplication equations.
You can add to find Tens Ones
Check students’ drawings.
how many in all. 2 + 2 + 2 1 3 groups of 4 2 2 groups of 11

You can also multiply to

find how many in all when 3×2=6
you have equal groups. The factors are 3 and 2.
The product is 6.
So, 2 + 2 + 2 = 6 and 3 × 2 = 6.
4 + 4 + 4 = 12 11 + 11 = 22
3 × 4 = 12 2 × 11 = 22
Write related addition and multiplication equations
for the model.

1 2 3 4 groups of 8 4 3 groups of 12

2 + 2 + 2 + 2 = 8 4 + 4 + 4 = 12
4 × 2 = 8 3 × 4 = 12
8 + 8 + 8 + 8 = 32 12 + 12 + 12 = 36
Draw a quick picture to show the equal groups. Then
write related addition and multiplication equations. Check students’ drawings. 4 × 8 = 32 3 × 12 = 36

3 4 groups of 3 4 2 groups of 3
5 Dalton is baking pepperoni pizza. He uses
11 pepperonis for every pizza. How many pizzas did he make
3 + 3 + 3 + 3 = 12 3 + 3 = 6 if he used 55 pepperonis? Explain.
5 pizzas; 11 + 11 + 11 + 11 + 11 = 55
4
× 3 = 12 2 × 3 = 6
Go Online or 5 × 11 = 55

18
Video Tutorials and
18 © Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c04r02.indd 18 10/08/21 3:35 PM 3_mflean1822132_c04e02.indd 18 10/08/21 3:36 PM

137 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

Use the table for 10–11.

World

Average Weight of Fruits

4 Elaborate
Fruit Weight in Ounces
10. Orlando bought 4 peaches. How much do the
Apple 6
peaches weigh together? Write a multiplication
equation to find out. Then circle the factors. Orange 5
Problem Solving Real
4 ×_
_ 3 =_
12 ounces
Peach 3
Applications World
Banana 4

11. Thomas bought 2 apples. Sydney bought Explain that an ounce is a unit of
4 bananas. Which weighed more—the 2 apples or the on the measurement for weight. Use 9 pennies to
Spot
4 bananas? How much more? Explain how you know. model the weight of about 1 ounce. Have
The 4 bananas weighed more.; Possible explanation: 2 × 6 = 12 students take turns holding the pennies to
and 4 × 4 = 16; 16 − 12 = 4; 4 bananas weighed 4 ounces more “feel” the weight of an ounce.
than 2 apples. MTR 3.1 Complete tasks with mathematical
fluency.
12. MTR Shane said that he could write related multiplication
and addition equations for 6 + 4 + 3. Does Shane’s Discuss the relationship between addition
statement make sense? Explain. and multiplication with students. Then, have
No; Possible explanation: Shane can write an addition equation, but students examine the addition expression in
Problem 12. Ask students if the numbers in
not a multiplication equation because the addends are not all equal.
the addition expression can be written as a
13. Write a word problem that can be solved using multiplication equation.
3 × 4. Solve the problem.
MTR 1.1 Actively participate in effortful
Possible problem: Zoey made 3 stacks of coins. She put 4 coins in each learning.
stack. How many coins does she have in all? 3 × 4 = 12; 12 coins Problem 14 assesses how well students
understand the relationship of addition and
14. Select the equations
multiplication. Students who incorrectly select
© Houghton Mifflin Harcourt Publishing Company
that represent the model. A or D may not understand that the equations
Mark all that apply. must represent equal groups as shown in the
model.
A 3+6=9 C 3 × 6 = 18

B 6 + 6 + 6 = 18 D 6+3=9

5 Evaluate Formative
Assessment
138 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c04l02.indd 138 04/08/21 8:47 PM

I Can
DIFFERENTIATED INSTRUCTION • Independent Activities Have students use an example from the lesson
to demonstrate the I Can statement.
I can relate repeated addition to
Grab
TM

and multiplication because . . . repeated addition

creates equal groups and to use multiplication, I need
Version 2.0 equal groups.
Differentiated Centers Kit
Math Journal WRITE Math
Tabletop Flipchart Readers Write a word problem that involves
Mini-lessons for reteaching With Lexile® scores combining three equal groups.
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 4 • Lesson 2   138

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 4.2
Practice and Homework
• Built-in student supports Relate Addition and Multiplication
• Actionable Item Reports Go Online
• Standards Analysis Reports Check students’ drawings. Interactive Examples

Draw a quick picture to show the equal groups. Then

write related addition and multiplication equations.
Practice and Homework 1. 3 groups of 5

5 + ___
___ 5 + ___
5 = ____
15
Relate Addition and 5 = ____
3 × ___
___ 15
Multiplication 2. 3 groups of 4

Use the Practice and Homework pages to 4 + ___

___ 4 + ___
4 = ___
12
provide students with more practice of the 3 × ___
4 = ___
12
___
concepts and skills presented in this lesson.
Students master their understanding as they 3. 5 groups of 2
complete practice items and then challenge 2 + ___
___ 2 + ___
2 +___
2 +___
2 = ___
10
their critical thinking skills with Problem
5 × ___
2 = ___
10
Solving. Use the Write Math section to ___
determine students’ understanding of content Complete. Write a multiplication equation.
for this lesson. Encourage students to use their 4. 7 + 7 + 7 = ___
21 5. 3 + 3 + 3 = ___
9
Math Journals to record their answers. 3 × ___
7 = ___
21 3 × ___
3 = ___
9
___ ___

Problem Solving Real

World

6. There are 6 jars of pickles in a box. 7. Each day, Jani rides her bike 5 miles.
Ed has 3 boxes of pickles. How many How many miles does Jani ride in
jars of pickles does he have? Write 4 days? Write a multiplication
a multiplication equation to find equation to find the answer.
© Houghton Mifflin Harcourt Publishing Company

the answer.
3 × ___
___ 6 = ___
18 jars 4 × ___
___ 5 = ___
20 miles

8. WRITE Math Write a word problem that involves

combining three equal groups.
Check students’ work.

Chapter 4 • Lesson 2 139

3_mflese661030_c04p02.indd 139 04/08/21 9:11 PM

PROFESSIONAL
DEVELOPMENT MATHEMATICAL THINKING AND REASONING IN YOUR CLASSROOM

MTR 5.1 Use patterns and structure. Provide opportunities for students to focus on the
In this lesson, students have an opportunity to connect repeated nature of combining equal groups and to
the process of repeated addition to the operation of describe their thinking about how to translate the
multiplication. They see that they can use the number action into a multiplication sentence or addition
of times an addend is repeated and the number sentence.
itself in a multiplication sentence, in place of an • What do you notice about the number of items in
addition sentence. Students can then recognize that each group? Each group has the same number of items.
multiplication is a shortcut for repeated addition. • Why do you use only 2 factors in the multiplication
Example: 2 + 2 + 2 + 2 = 8   4 groups of 2 = 8   sentence and 4 addends in the addition sentence?
4×2=8 Possible answer: The first factor is in place of the number of times
you write the number in the addition sentence.

139 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
9. What is another way to show 10. Write an addition equation and students in previously taught concepts and to
a multiplication equation for the promote content retention.
3 + 3 + 3 + 3 + 3 + 3? model. How many counters are
there?

Possible answer: 6 ∙ 3 5 + 5 = 10; 2 ∙ 5 = 10; 10 counters

Spiral Review
11. A school gave 884 pencils to students 12. Find the difference.
on the first day of school. What is 632
884 rounded to the nearest hundred?
− 274
__

900 358

13. Trevor scored 42 points in the first 14. Darrien read 97 pages last week. Evan
game, 61 points in the second game read 84 pages last week. How many
and 53 points in the third game. How pages did they read?
many fewer points did Trevor score
in the first game than in the second
and third games together?

© Houghton Mifflin Harcourt Publishing Company

72 fewer points 181 pages

140 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c04p02.indd 140 04/08/21 9:11 PM

Chapter 4 • Lesson 2   140

LESSON
4.3 Lesson at a Glance
Represent Multiplication with Number
Lines

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with I can use a number line to skip count and find how many in
products from 0 to 144, and related division facts. all.
Mathematical Thinking & Reasoning Standards Learning Goal
● MTR.1.1 Actively participate in effortful learning.
Model and skip count on a number line to find how many
● MTR.2.1 Demonstrate understanding in multiple ways. there are.
● MTR.3.1 Complete tasks with mathematical fluency.
● MTR.4.1 Engage in discussions on mathematical thinking.
Language Objective
Students draw a number line and demonstrate how you can
● MTR.5.1 Use patterns and structure.
use it to skip count and find how many in all.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.2 Explore multiplication of ● MA.4.NSO.2.1 Recall multiplication facts
two whole numbers with sums up to two whole numbers with products from with factors up to 12 and related division
1,000. Explore the subtraction of a whole 0 to 144, and related division facts. facts with automaticity.
number from a whole number, each no
larger than 1,000.

ABOUT THE MATH

Why Teach This
A number line can be a useful tool to help students Skip counting on a number line is more abstract than skip
combine equal groups by skip counting. A number line counting with counters. As students use a number line to
also helps students see the progression of multiplication as skip count equal groups, it is important for them to count
related to the number sequence. spaces and not tick marks. Each mark on the number line
measures a length, or distance, from 0. The first problem
in the lesson helps students to visualize the concept of
counting spaces with a context involving measuring
lengths.

For more professional learning,

141A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 4.3 with the Interactive Student Edition
Bernadette estimated the sum of two numbers to be
about 300. Think of two numbers that Bernadette could I Can Objective
have been adding. Explain how you could estimate the
I can use a number line to skip count and find how
sum 300 using the numbers you chose.
many in all.
Possible answer: 144 rounds to 140. 162 rounds to 160
____________________________________________________
for the nearest ten. 140 + 160 = 300.
____________________________________________________ Making Connections
Invite students to tell you what they know about
multiplication.
Vocabulary
• Interactive Student Edition • What are equal groups? groups that have the
same number of objects
• Multilingual Glossary
• What does it mean to multiply? to find how
many there are in all when equal groups are
Fluency Builder combined
Mental Math Have students practice skip counting and • What do you call the answer to a multiplication
repeated addition. They may use their fingers or another problem? the product
method to carry out the skip counting. Ask questions
similar to the following: • How can you write two whole number factors
as an addition sentence? Possible answer: I can
Skip count by 2s until you reach 14. How many times did use repeated addition.
you skip count? How many groups? How many in each
group? Write the repeated addition and sum. 7 times; Learning Activity
7 groups; 2 in each group; 2 + 2 + 2 + 2 + 2 + 2 + 2 = 14.
Show students an image of 3 groups of 5 eggs.
Skip count by 3s 5 times. What number did you reach? How many eggs are there altogether?
How many groups? How many in each group? Write the
What is the problem the students are trying to
repeated addition and sum. 15; 5 groups; 3 in each group;
solve? Connect the story to the problem.
3 + 3 + 3 + 3 + 3 = 15.
• How many equal groups are there in this
problem? 3
FOCUSING ON THE WHOLE STUDENT • How many eggs are in each group? 5
• What are you asked to find? how many eggs
Access Prior Knowledge there are in all

Use the i Tools: Number Lines to review number lines with

students. Display a number line from 0 to 10 by ones.
• Which number has the least value on this number line? 0
Which number has the greatest value on this number
line? 10
• How can you represent the number 5 on this number
line? Explain. Possible explanation: I can draw a point
at the mark labeled 5 to represent the number 5
because it is 5 whole units, or lengths, from 0 to 5.

Supporting All Learners

In this lesson, students use skip counting to find a total
amount. Invite students to discuss different situations in
their lives when this might be useful. Encourage students
to share situations that may be unique and emphasize
the idea that while the situations may be different, the
method of skip counting is the same.

Chapter 4 • Lesson 3   141B

 CorrectionKey=FL-B

LESSON 4.3 CHAPTER 4

Name Lesson 3
2 Explore
Florida’s B.E.S.T.
Represent Multiplication with ● Number Sense & Operations 3.NSO.2.2

Number Lines ● Mathematical Thinking & Reasoning

MTR.1.1, MTR.2.1, MTR.3.1, MTR.4.1,
MTR.5.1
I Can use a number line to skip count and find how
Real
Unlock the Problem World many in all.

UNLOCK the Problem Real

World
MTR 1.1 Actively participate in effortful
learning. Caleb wants to make 3 balls of yarn for
• How many equal groups of yarn
his cat to play with. He uses 6 feet of yarn
Help students identify the number of groups to make each ball. How many feet of yarn
will Caleb make?

as the number of times to skip count, and the does Caleb need in all? 3 equal groups
number in each group as the number to skip • How many feet of yarn will be in
each group?
count by.
6 feet
• What information in the problem tells the
• What do you need to find?
number of groups? 3 balls of yarn
how many feet of yarn Caleb
• What information tells the number in each Use a number line to count equal groups. needs
group? 6 feet of yarn to make each ball How many feet of yarn does Caleb
• Why did you jump by 6s on the number need for each ball? __
6 feet

line? There are 6 feet in each group. How many equal lengths of yarn does he need? __
3 lengths

• How did you know to jump 3 times? There Begin at 0. Skip count by 6s by drawing jumps on the number line.
are 3 balls or groups of yarn.
• What does the final number you land on
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Roman Milert/Alamy Images

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
represent? the number of feet of yarn Caleb needs
in all Math Talk: Draw 4 jumps on the
3 jumps
How many jumps did you make? __ number line instead of 3, and make the
MTR 4.1 Engage in discussions on How long is each jump? __
6 feet length of each jump 5 instead of 6.

mathematical thinking. Multiply. 3 × 6 = _

18
Math MTR Engage in discussions on
Talk
Math So, Caleb needs _
18 feet of yarn in all. 4.1 mathematical thinking.
Use Math Talk to help students
Talk
How would what you draw
on the number line change
generalize how to use multiplication if instead of 3 balls of yarn
• MTR Why did you jump by 6s on the number line?
to solve a similar problem involving made with 6 feet of yarn
there were 4 balls of yarn
There are 6 feet of yarn in each ball of yarn.
measurement quantities. made with 5 feet of yarn?

MTR 3.1 Complete tasks with mathematical Go Online For more help Chapter 4 • Lesson 3 141
fluency.
• How could you model 4 × 8 on a number
line to find the total number in 4 groups 3_mflese661030_c04l03.indd 141 12/07/21 4:23 PM

of 8? Possible answer: Begin at 0, and skip count by

8s by drawing jumps. Draw 4 jumps to model 4 × 8.
Where you end up is the product 4 × 8 = 32. Multilingual Support
STRATEGY: Model Concepts
Students demonstrate understanding of the math concepts skip
counting, equal and product.
• Show 4 strips of paper, each labeled 6 inches in length. Explain
you need to find out how many inches of paper strips there are.
• Model skip counting by 6 on a number line by drawing the jumps
from 0 to 6, 6 to 12, 12 to 18, and 18 to 24.
• Have the group chant the skip counting aloud and gesture the
jumps in the air.
• Show and then chant the addition and multiplication sentences.
6 + 6 + 6 + 6 = 24 and 6 × 4 = 24.

Go Online
Video Tutorials and
Interactive Examples

141 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Share and Show Math

3 Explain
Board

1. Skip count by drawing jumps on the number line. Find

how many in 5 jumps of 4. Then write the product.
Math
Share and Show
Think: 1 jump of 4 shows 1 group of 4.
Board

Emphasize to students that they should begin

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
at 0 on the number line and count the spaces
5×4=_
20 to match the number of items in a group. Tell
students that each mark on the number line
Draw jumps on the number line to show equal groups. measures a distance from 0.
Find the product.
Use the checked problems for Quick Check.
2. 3 groups of 8 • What do you notice about Problems 2
and 3? They have the same products, but the factors
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
are in a different order.
• What does 3 ∙ 8 mean? 3 groups of 8
3×8=_
24
• What does 8 ∙ 3 mean? 8 groups of 3
3. 8 groups of 3 • Look at Problem 4. What do the jumps on
the number line show? 2 groups of 9

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
MTR 5.1 Use patterns and structure.

8 × 3 =_
24 Math
Use Math Talk to focus on
Talk
students’ understanding of how
Write the multiplication equation shown by the number line.
to show equal groups on a number line. Make
4. © Houghton Mifflin Harcourt Publishing Company
sure students understand to start at zero and

© Houghton Mifflin Harcourt Publishing Company

jump the same number of spaces each time.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Math
Quick MTSS RtI
Quick Check
2 ×_
_ 9 =_ MTR
Check MTSS RtI
18 Use patterns and
Talk 5.1 structure.
Math Talk: Possible answer: The length of the jump How do equal jumps on
tells the number in each group. The number of the number line show
equal groups? If a student misses the checked
jumps tells the number of equal groups. If
142 Florida’s B.E.S.T. Go Math! Grade 3 problems

Then Differentiate Instruction with

3_mflese661030_c04l03.indd 142 04/08/21 8:49 PM
• Reteach 4.3
• Waggle MA.3.NSO.2.2
Ready for More Visual / Kinesthetic
Partners

Materials Number Lines (by ones) (see eTeacher Resources)

• Have each student write a word problem that Common Errors

involves putting together equal lengths. Present Common Errors
the following problem as an example: Error Students may miscount the number in
Liz measured the length of a belt. She had a each group by counting tick marks instead of
ruler that was 6 inches long. She found that the spaces on the number line.
belt measured 4 ruler lengths long. How long Example 2 groups of 10
was the belt? 24 inches
• Have students solve their partner’s problem
using a number line to help multiply. Students
0 5 10 15 20
should draw jumps of equal groups to match
the length measurement given in the problem. Springboard to Learning Encourage
students to number the spaces between
• Have students write the multiplication equation
tick marks: 1, 2, 3. . . . This way they can
representing the problem, and have them write
check that the number they are jumping by
the solution to the problem.
matches the number in each group.

Chapter 4 • Lesson 3   142

 CorrectionKey=FL-B

Name

On Your Own On Your Own

If students complete the checked problems Draw jumps on the number line to show equal groups. Find the product.
correctly, they may continue with the On Your 5. 6 groups of 4
Own section.
MTR 2.1 Demonstrate understanding in
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
multiple ways.
To extend students’ thinking about using the 6×4=_
24

strategy of skip counting on a number line

6. 7 groups of 3
to combine equal groups, have them write a
word problem that can be solved using one
of the number lines on the page. To help, 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
ask students to think about situations in their
everyday lives that involve equal groups. 7×3=_
21

As a springboard, you may wish to share ideas

7. Sam, Kyra, Tia, and Abigail each have 8. Luc bought snacks for a picnic. He
such as the following: the number of items in 10 pennies. How many pennies do has 3 bags of snacks. Each bag has 4
food packages, the number of players on a they have in all? snacks. How many snacks does Luc
team, the number of desks in each row. have in all?
40 pennies 12 snacks

9. Diamonique digs 7 holes. She puts 2 10. Angelika puts 8 pictures on each page
seeds in each hole. She has 3 seeds left of a photo album. She fills 3 pages. She
over. How many seeds are there in all? has 5 pictures left. How many pictures
does she have?
17 seeds 29 pictures
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

11. A band marches in 5 rows. Each row 12. In Mr. Gupta’s classroom, there are 4
has 6 people. There are also 4 other rows of desks. Each row has 6 desks.
people who carry flags in the band. Mrs. Loew’s classroom has 3 rows of
How many people are in the marching 9 desks. How many desks are in Mr.
band? Gupta’s and Mrs. Loew’s classrooms?

34 people 51 desks

Chapter 4 • Lesson 3 143

3_mflese661030_c04l03.indd 143 12/07/21 4:23 PM

Meeting Individual Needs

DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 4.3 MTSS RtI1 CorrectionKey=FL-A Enrich 4.3
DO NOT EDIT--Changes must be made through “File info”

LESSON 4.3 LESSON 4.3

Name Name
Reteach Enrich

Represent Multiplication with Number Lines Skip Counting

When you have equal groups, you can skip count Label and draw jumps on the number line to count equal
on a number line to find how many in all. groups. Record how to skip count to solve. Check students’ drawings.

1 How many fingers are there on 4 hands?

5, 10, 15, 20
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
How many jumps are there? 6 20
There are fingers on 4 hands.
How long is each jump? 4 spaces

Think: 6 jumps of 4 shows 6 groups of 4.

Multiply. 6 × 4
2 How many legs are there on 3 horses?
6 × 4 = 24
4, 8, 12

1 Skip count by drawing jumps on the number line. 12

There are legs on 3 horses.
Find how many in 4 jumps of 4. Then write the product.
Check students’ drawings.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
3 How many wheels are there on 6 cars?
4×4=_ 16
2 Draw jumps on the number line to show 6 groups of 3. 4, 8, 12, 16, 20, 24
Then find the product. 24
There are wheels on 6 cars.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
18
6×3=_
4 Stretch Your Thinking Write your own problem like the
3 Write the multiplication equation shown by the number line. ones on this page. Trade with a classmate. Then solve.
Possible answer: how many ears are there on 8 dogs? 2, 4, 6, 8, 10, 12, 14,

Go Online 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
5 4 =_
20
16; there are 16 ears on 8 dogs.

_ ×_
19 19
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c04r03.indd 19 10/08/21 3:35 PM 3_mflean1822132_c04e03.indd 19 7/6/21 2:20 PM

143 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World

13. Erina displays her toy cat collection on 3 shelves. She

4 Elaborate
puts 8 cats on each shelf. If she collects 3 more cats, how
many toy cats will she have?
27 toy cats Problem Solving Real
14. Write two multiplication equations that have a product Applications World
on the
of 12. Draw jumps on the number line to show the Spot
multiplication.
Possible answers are given. Check students’ drawings. Higher-Order Thinking
MTR 2.1 Demonstrate understanding in
0 1 2 3 4 5 6 7 8 9 10 11 12 multiple ways.
3 ×_
_ 4 =_
12
Problem 14 students are required to find
different examples of a number of equal
groups and a number in each group that has
equivalent products.
0 1 2 3 4 5 6 7 8 9 10 11 12
MTR 5.1 Use patterns and structure.
6 ×_
_ 2 =_
12
Problem 15 Review a word problem in
15. MTR Write a problem that can be solved by finding 8 this lesson and point out the features of the
groups of 5. Write a multiplication equation to solve the
problem. Remind students that word problems
problem. Then solve.
usually introduce a scenario and then end
Possible problem: Matt has a collection of toy cars. He puts them in 8
with a question that tells the reader what he
groups of 5. How many cars does he have in all? 8 × 5 = 40; 40 cars or she must figure out to solve the problem.
MTR 1.1 Actively participate in effortful
16. Rebecca practices piano for 3 hours each week. How many learning.
hours does she practice in 4 weeks? © Houghton Mifflin Harcourt Publishing Company
Problem 16 Students need to mark jumps or
Draw jumps and label the number line to show your thinking. multiples of 3 on a number line and connect
the visual representation to multiplication.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

12 hours

144 Florida’s B.E.S.T. Go Math! Grade 3

5 Evaluate Formative
Assessment

3_mflese661030_c04l03.indd 144 04/08/21 8:49 PM

I Can
DIFFERENTIATED INSTRUCTION • Independent Activities
Have students draw a number line and
demonstrate the I Can statement.

Grab
TM
I can use a number line to skip count and find
and
how many in all by . . . using the number of groups
Version 2.0 for the number of times to skip count on the number line.
I can then use the number in each group as the number to
Differentiated Centers Kit skip count by.

Tabletop Flipchart Readers

Math Journal WRITE Math
Mini-lessons for reteaching With Lexile® scores
to targeted small groups Write a problem that can be solved by skip
counting on a number line.

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 4 • Lesson 3   144

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 4.3
Practice and Homework
• Built-in student supports Represent Multiplication with
• Actionable Item Reports Go Online
• Standards Analysis Reports Number Lines Interactive Examples

Draw the jumps on the number line to show equal

groups. Complete the multiplication equation that
Practice and Homework the number line shows.

1. 6 groups of 3
Represent Multiplication with
Number Lines 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Use the Practice and Homework pages to

6×3= 18
provide Students with more practice of the
concepts and skills presented in this lesson.
2. 2 groups of 6
Students master their understanding as they
complete practice items and then challenge
their critical thinking skills with Problem
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Solving. Use the Write Math section to
determine Students’ understanding of content 2 × 6 = 12

for this lesson. Encourage Students to use

their Math Journals to record their answers. Real
Problem Solving World

3. Allie is baking muffins for students 4. A snack package has 4 cheese sticks.
in her class. There are 6 muffins in How many cheese sticks are in
each baking tray. She bakes 5 trays 4 packages?
of muffins. How many muffins
is she baking?
30 muffins 16 cheese sticks
© Houghton Mifflin Harcourt Publishing Company

5. WRITE Math Write a problem that can be solved by

skip counting on a number line.
Check students’ work.

Chapter 4 • Lesson 3 145

3_mflese661030_c04p03.indd 145 04/08/21 9:12 PM

145 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
6. Louise skip counts by 4 on a number 7. Theo needs 4 boards that are each students in previously taught concepts and to
line to find 5 × 4. How many jumps 3 feet long to make bookshelves. promote content retention.
should she draw on the number line? How many feet of boards does he
need altogether?

5 jumps 12 feet

Spiral Review
8. Estimate the sum. 9. Which number would you put in a
518 frequency table to show |||| ||| ?

+251
_

Possible answers: 8

about 800; about 770

10. A manager at a shoe store received an 11. Tobias is making a picture graph.
order for 346 pairs of shoes. What is Each picture of a book is equal to
346 rounded to the nearest hundred? 2 books he has read. The row for Month
1 has 3 pictures of books. How many
books did Tobias read during Month 1?

© Houghton Mifflin Harcourt Publishing Company

300 6 books

146 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c04p03.indd 146 12/07/21 4:28 PM

Chapter 4 • Lesson 3   146

LESSON
4.4 Lesson at a Glance
Represent Multiplication with Bar Models

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with I can represent multiplication with bar models.
products from 0 to 144, and related division facts.
Learning Goal
Mathematical Thinking & Reasoning Standards
Solve one- and two-step multiplication problems by using
● MTR.1.1 Actively participate in effortful learning.
the strategy draw a bar model.
● MTR.2.1 Demonstrate understanding in multiple ways.
● MTR.4.1 Engage in discussions on mathematical thinking. Language Objective
● MTR.7.1 Apply mathematics to real-world contexts. Students write a note to an absent classmate to explain how
they can use the strategy draw a bar model to solve one-
and two-step multiplication problems.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.2 Explore multiplication of ● MA.4.NSO.2.1 Recall multiplication facts
two whole numbers with sums up to two whole numbers with products from with factors up to 12 and related division
1,000. Explore the subtraction of a whole 0 to 144, and related division facts. facts with automaticity.
number from a whole number, each no
larger than 1,000.

ABOUT THE MATH

Modeling a problem by drawing a diagram helps students missing in the model. The bar model emphasizes how the
to decontextualize the problem, or abstract the given given information relates to an unknown amount. Be sure
situation and represent it symbolically. Solving real-world students understand that the sizes of the bars in a problem
problems that involve situations students are familiar with may relate to each other and to the problem, but the size
makes the diagrams seem relevant and useful. of the bars may not be proportional.
Using a bar model helps students visualize the operations The goal is to give students the tools to help them focus
needed to solve the problem as they determine what is on the process rather than on just the correct answer.

For more professional learning,

147A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 4.4 with the Interactive Student Edition
At the 2008 Summer Olympics, the United States won 64
more medals than Australia. If Australia won 46 medals, I Can Objective
how many medals did the United States win?
I can represent multiplication with bar models.
110
_________________________________________________
Making Connections
Vocabulary Invite students to tell you what they know about
• Interactive Student Edition multiplication. Ask these questions:
• Multilingual Glossary • What is skip counting? It is a way to count equal
groups by drawing jumps on a number line.

Fluency Builder • How does skip counting help you multiply?

The number of jumps on a number line is like
Mental Math Have students practice making sums of 10. counting how many equal groups there are.
Ask questions similar to the following:
• How would you write a multiplication sentence
• What number added to 7 equals to 10? for 5 + 5 + 5 + 5 = ? 4 × 5 = ?
• How far away from 10 is 6?
• What number do you add to 8 to get 10?
Learning Activity
Lucia sees 3 golf carts. Two carts have 8 clubs in
You may wish to provide number lines so that students them and the other cart has 9 clubs in it. How
can visualize the distances and build their number sense. many golf clubs are there in all?
What is the problem the students are trying to
solve? Connect the story to the problem. Ask these
questions.
FOCUSING ON THE WHOLE STUDENT • How many golf carts does Lucia see? 3
• How many golf clubs are in each cart? 8 clubs
Access Prior Knowledge are in each of two carts, and 9 clubs are in the
other cart.
Introduce the lesson by asking students:
• What are you asked to find? how many golf
• How big are marching bands? Answers will vary. clubs there are in the 3 carts
You may wish to share the following information with • How many equal groups are there in this
students. problem? 2
The size of marching bands varies greatly. Some bands
have fewer than 5 drummers and some have more than
20 drummers. Many marching bands also have a “band
front” consisting of dancers, majorettes, or some type
of drill team. Can you imagine how long it would take
a 500-member marching band to pass by in a rows of
10 in a parade? In this lesson, you will solve problems
involving bands.

Chapter 4 • Lesson 4   147B

 CorrectionKey=FL-B

LESSON 4.4 CHAPTER 4

Name Lesson 4
2 Explore
Florida’s B.E.S.T.
Represent Multiplication with Bar ● Number Sense & Operations 3.NSO.2.2

Models ● Mathematical Thinking & Reasoning

MTR.1.1, MTR.2.1, MTR.4.1, MTR.7.1

I Can represent multiplication with bar models.

Real
Unlock the Problem World UNLOCK the Problem Real
World
After students read the problem, use the Three groups of students are taking drum
graphic organizer to help them solve it. lessons. There are 8 students in each
group. How many students are taking
Have students represent the situation by drum lessons?
completing the bar model and connecting it
to the multiplication equation.
MTR 4.1 Engage in discussions on Read the Problem Solve the Problem
mathematical thinking.
What do I need to find? Complete the bar model to show the
• How can you tell if you answered the drummers.
question and if your answer is reasonable? I need to find how many ___
students

Possible answer: I can read the problem again to make Write 8 in each box to show the
are taking drum lessons. 8 students in each of the 3 groups.
sure I answered the question, and then I can try solving
the problem a different way to make sure my answer is
What information do I need to use? 8 8 8
reasonable.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Ben Molyneux People/Alamy Images
There are __
3 groups of students
MTR 2.1 Demonstrate understanding in ■ students
multiple ways. taking drum lessons. There are
__
8 students in each group.
Math
Since there are equal groups,
Use Math Talk to focus on students’ I can multiply to find the number of
Talk understanding of where to place
How will I use the information? students taking drum lessons.

the groups in the model and how to draw I will draw a bar model to help me see 3 ×_
_ 8 =■
conclusions using the model. the total number_____
___ of students 24 = ■
_

MTR 2.1 Demonstrate understanding in _______. So, there are _

24 students in all.

multiple ways. Math MTR Demonstrate understanding

• Use another kind of model to represent 3 Math Talk: I would draw 6 boxes and write
Talk 2.1 in multiple ways.

groups of 8 students. How is your model 4 in each box instead of 3 boxes with 8 in How would the bar model
change if there were 6 groups
each box.
different from the bar model? How is it of 4 students?

the same? Possible answer: My model shows all the Go Online For more help Chapter 4 • Lesson 4 147
students in each group. The bar model has a numeral
to represent the number of students in each group.
Both models show 3 groups of 8 and the multiplication 3_mflese661030_c04l04.indd 147 12/07/21 4:41 PM

3 × 8 = 24.

Multilingual Support
Supporting All Learners
Different types of musical instruments have STRATEGY: Develop Meaning
been played around the globe for all of Students communicate about multiplication concepts using these
history. Different cultures use different types terms: groups, in each, in all, equal, and bar model.
of instruments. Invite students to discuss • Draw an array of 24 counters in 4 rows of 6 counters. Explain the
what they know about different types of diagram while drawing. Use the terms groups, in each row, in all,
instruments. Discuss any similarities in the equal, and array.
musical instruments found in different
cultures. • Label the diagram with these key terms.
• Have students draw the diagram and labels in their Math
Journals.
• Have them describe the diagram verbally to a partner. Then
repeat the activity using a bar model for the diagram.

Go Online
Video Tutorials and
Interactive Examples

147 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Try Another Problem

Try Another Problem
Twelve students in Mrs. Taylor’s class want to start a
band. Seven students each made a drum. The rest of the Have students answer the questions in the
students made 2 shakers each. How many shakers graphic organizer and solve the problem.
were made? Invite them to share their diagrams. Students
should be able to communicate the steps they
Read the Problem Solve the Problem used and describe their diagrams.
What do I need to find? Record the steps you used to • What is the question asking you to find?
solve the problem. the number of shakers made by the students not
First, I need to find how many students made
shakers. Then, I need to find how many making drums
7 5
shakers those students made in all. • How could you use an equation to find the
12 students number of students who made shakers?
Possible answer: I can use a symbol for the unknown.
Possible answer: Subtract the number 7+ = 12, or 12 − 7 =
What information do I need of students who made drums from the
to use? number of students who want to start a • How do you know your answer is correct?
band. 12 − 7 = 5 If I start with 12 students and subtract the 7 students
12 students want to start a band. 7 students
making drums, there are 5 students making 2 shakers
made drums. The rest of the students made So, 5 students made shakers. Make a bar
2 shakers each.
each, which is 10.
model to show the number of shakers
they made. MTR 1.1 Actively participate in effortful
learning.
How will I use the information? 2 2 2 2 2

I will use bar models to help me see how to

Math
Use Math Talk to focus on
Talk
solve the problem. First, I will find how many 10 shakers
students made shakers. Then I will use that
Multiply to find the number of shakers students’ understanding of how
number to find the total number of shakers.
that the 5 students made. 5 × 2 = 10 to complete a bar model. Students should
understand that there were 5 people each
© Houghton Mifflin Harcourt Publishing Company making 2 shakers. Since there are 5 equal

© Houghton Mifflin Harcourt Publishing Company

1. How many shakers in all did the students make? 10 shakers
groups of 2, you draw 5 boxes with 2 in each
2. How do you know your answer is reasonable? Possible answer: I can skip count by 2s
to check my answer. 2, 4, 6, 8, 10 box.
Math MTR Actively participate in • Draw a bar model with 3 boxes and write
Math Talk: The number of boxes is the number of Talk
groups. The number in each box is the number in each
1.1 effortful learning.
6 in each box. Now draw a bar model with
Why wouldn’t you draw
group. There are 5 groups of 2, not 2 groups of 5. 2 boxes and write 5 in 6 boxes and write 3 in each box. Explain
each box?
how the two models are different. Which
148 Florida’s B.E.S.T. Go Math! Grade 3
model would be better for representing six
cars with 3 people in each car? Possible answer:
3_mflese661030_c04l04.indd 148 12/07/21 4:41 PM
One shows 3 groups of 6. The other shows 6 groups of
3. Six cars with 3 people in each car is 6 groups of 3.

Ready for More Visual

Partners
Common Errors
• Draw the following diagram on the board. Common Errors
Error Students may forget a step in a
3 3 3 3 multistep problem.
Example For the example on this
page, students may not subtract
12 from 12 first, producing 7 ∙ 2 ∙ 14.
Springboard to Learning Have students
• Have students write a word problem that can be make sure they have interpreted the
solved using the diagram. For example: information in a problem correctly by
Flora put 3 pictures on each of 4 pages in her reading the problem again to make sure they
photo album. How many pictures did Flora understood it. Have them underline or circle
put in her album? 12 pictures important information as they read.
• Students exchange papers and solve the word
problem, checking that the problem matches
the diagram.

Chapter 4 • Lesson 4   148

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board

1. There are 6 groups of 4 students who play the trumpet in

the marching band. How many students play the trumpet
Math in the band?
Share and Show Board
First, draw a bar model to show each group of students.
The first problem connects to the learning Draw _
6 boxes and write _
4 in each box.
model. Have students use the MathBoard to
explain their thinking.
4 4 4 4 4 4

Higher-Order Thinking ■ students

Then, multiply to find the total number of trumpet players.

MTR 7.1 Apply mathematics to real-world
contexts. 4 =■
6 ×_
_
Problem 2 This multistep problem requires 24 = ■
_
students to evaluate how changing a So, _
24 students play the trumpet in the marching band.
condition affects the outcome of a problem.
2. What if there are 4 groups of 7 students who play the
MTR 4.1 Engage in discussions on saxophone? How many students play the saxophone
mathematical thinking. or trumpet?
To extend students’ thinking, ask a student 52 students

to describe his or her solution for Problem 2.

Invite another student to share a different On Your Own
on the
solution. 3. Suppose there are 5 groups of 4 trumpet players. In front of Spot
Use the checked problems for Quick Check. the trumpet players are 18 saxophone players. How many
Students should show their answers for the students play the trumpet or saxophone?
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Quick Check on the MathBoard. 38 students

4. In a garden there are 3 rows of plants. There are 5 plants in

each row. Six of the plants are pumpkin plants and the rest
Quick Check MTSS
MTSS RtI
RtI are corn. How many corn plants are in the garden?
9 corn plants

If
If a student misses the checked
Chapter 4 • Lesson 4 149
problems

Then Differentiate Instruction with 3_mflese661030_c04l04.indd 149 12/07/21 4:41 PM

• Reteach 4.4 Meeting Individual Needs

• Waggle MA.3.NSO.2.2 DO NOT EDIT--Changes must be made through “File info”
Reteach 4.4 Enrich 4.4
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

LESSON 4.4 LESSON 4.4

Name Name
Reteach Enrich

Represent Multiplication with Bar Models Solve Problems with Bar Models
On Your Own There are 2 rows of flute players in a marching band. Each row has
7 students. How many flute players are there in all?
Use this information for 1–3.
On Monday, 4 students from
Use this information for 4–6.
Jason planted 8 tomato plants.

If students complete the checked problems What do I need to find?

Read the Problem Solve the Problem
Complete the bar model to show the
Ms. Lee’s class each checked out
3 books from the library. Then 2
Then he planted 3 groups of
8 squash plants.

correctly, they may continue with On Your I need to find how many flute players
are in the marching band.
flute players.

Write 7 in each box to show the

students from Ms. Reeves’ class
each checked out 5 books.
4 Draw a bar model to show
how many tomato plants and
Own section. What information do I need to use?
7 students in each of the 2 groups. 1 Draw a bar model to show the
number of books checked out by
squash plants Jason planted.

I know there are 2 rows. There are 7 7 7 tomato 8

students in each row. each student in each class.
8 tomatoes
14 students Ms. Lee’s
3 3 3 3 squash 8 8 8
How will I use the information? Since there are equal groups, I can Class
multiply to find the number of flute 12 books
I will draw a bar model to help me players in the band.
24 squash
Ms. Reeves’
see what operation I need to use Class 5 5
to solve the problem. 2 × 7 = 14 5 How many tomato and squash
10 books
plants did Jason plant in all?
So, there are 14 flute players in all.
2 On Monday, how many books 32 plants
were checked out of the library
1 The Coopers put a new floor in 2 Tommy has a jar of coins. He 6 How many more squash plants
by these students?
the bathroom. There are 5 rows makes 8 piles of 4 quarters. How than tomato plants did Jason
of 6 red tiles. How many tiles did many quarters does Tommy have 22 books
plant?
they use? in all? 16 more squash plants
3 On Tuesday, 3 other students
from Ms. Lee’s class went to the
library and checked out 3 books
each. How many students in
all from Ms. Lee’s class checked
out books on Monday and
Tuesday?
30 tiles 32 quarters 7 students

Go Online
20
Video Tutorials and
20 © Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c04r04.indd 20 7/6/21 2:21 PM 3_mflean1822132_c04e04.indd 20 7/6/21 2:20 PM

149 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Favorite Instrument Survey

Problem Solving · Applications
Use the pictograph for 5–7.
Flute
Trumpet
4 Elaborate
Guitar
5. The pictograph shows how students in Jillian’s
class voted for their favorite instrument. How Drum

many students voted for the guitar? Key: Each = 2 votes. MTR 1.1 Actively participate in effortful
10 students learning.
Problem 7 Students interpret information
6. On the day of the survey, two students were on the picture graph to find two missing
absent. The pictograph shows the votes of all
the other students in the class, including Jillian.
addends.
How many students are in the class? Explain your
answer. MTR 2.1 Demonstrate understanding in
30 students; Possible explanation: Skip count by multiple ways.
2s since each picture equals 2, then add 2 for the Problem 9 Students should recognize that
this is a two-step problem. Students may add
absent students.
3 + 4 and then multiply 7 × 6 to find the
7. Jillian added the number of votes for two instruments total, or multiply 4 × 6 and 3 × 6 and add the
and got a total of 12 votes. For which two instruments products. If students do not show their work,
did she add the votes?
help them step through the process.
___
flute and ___
drum

8. Soo-kyung posted 5 photos. Each photo was commented

on 9 times. How many comments were there in total?
Draw a bar model and use it to find the number of
comments. 5 Evaluate Formative
Assessment

45 comments; Check students’ drawings.

I Can
© Houghton Mifflin Harcourt Publishing Company
9. Raul buys 4 packages of apple juice and 3 packages of Have students write a description to explain
grape juice. There are 6 drink boxes in each package.
the I Can statement.
How many drink boxes does Raul buy? Draw a bar model
and use it to find the number of drink boxes Raul buys. I can represent multiplication with bar models
by . . . drawing a bar model showing the number of
equal parts that make up the whole. The number inside
42 drink boxes; Check students’ drawings.
each part of the bar model represents the number in each
equal group. I can then multiply the number of equal
150 Florida’s B.E.S.T. Go Math! Grade 3
groups in the model by the number of boxes in the model
to find the total.
3_mflese661030_c04l04.indd 150 04/08/21 8:51 PM

DIFFERENTIATED INSTRUCTION • Independent Activities Math Journal WRITE Math

Describe one kind of diagram you might draw

Grab to help you solve a problem.

TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 4 • Lesson 4   150

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 4.4
Practice and Homework
• Built-in student supports Represent Multiplication with
• Actionable Item Reports Go Online
• Standards Analysis Reports Bar Models Interactive Examples

Draw a bar model to solve each problem. Check students’ drawings.

Practice and Homework
1. Roberto put some toy blocks into 3 rows. 5 5 5
There are 5 blocks in each row. How many
Represent Multiplication with blocks are there? blocks

Bar Models 15 blocks

_____

2. Mr. Fernandez is putting tiles on his

Use the Practice and Homework pages to kitchen floor. There are 2 rows with
provide students with more practice of the 9 tiles in each row. How many tiles are
concepts and skills presented in this lesson. there?
18 tiles
_____
Students master their understanding as they
complete practice items and then challenge 3. In Jillian’s garden, there are 3 rows of carrots,
2 rows of string beans, and 1 row of peas.
their critical thinking skills with Problem
There are 8 plants in each row. How many
Solving. Use the Write Math section to plants are there in the garden?
determine students’ understanding of content 48 plants
_____
for this lesson. Encourage students to use their 4. Maya visits the craft store. On one wall, there
Math Journals to record their answers. are 6 different types of fabric on each of 5 shelves.
On another wall, there are 4 different types of fabric
on each of 4 shelves. How many different types of
fabric are there on the shelves?
46 types of fabric
_____

5. The media center at Josh’s school has a

computer area. The first 4 rows have
6 computers each. The fifth row has 4 computers.
How many computers are there?
© Houghton Mifflin Harcourt Publishing Company

28 computers
_____

6. WRITE Math Describe one kind of diagram you might draw

to help you solve a multiplication problem. Explain how it helps.
Check students’ work.
_______________
_______________

Chapter 4 • Lesson 4 151

3_mflese661030_c04p04.indd 151 13/07/21 7:06 PM

PATH TO FLUENCY • Activity

What Operation? flowers are in that group. What group of flowers am

Materials MathBoard, counters I thinking of, and what is the equation? marigolds:
4 × 3 = 12
This activity will help students better understand the
Briefly discuss how they decided which group of flowers
effect of operations on whole numbers. Write the
to name. Then ask the next question.
following information on the board as a list: 5 groups of
4 petunias, 4 groups of 3 marigolds, 2 groups of 4 tulips. • Now I’m thinking of an equation about more than one
group of flowers. The answer is 11, and it tells how
Investigate Have students take out their counters and
many groups there are in all. What is the equation? all
MathBoards. the groups of flowers; 5 + 4 + 2 = 11
• They should model the groups to find the number in • Continue to ask similar questions.
each group.
Summarize Be sure students can explain that they
Tell students you are thinking about the flower groups. multiplied when there were equal groups of the same
Then ask the following question. flower. When different-sized groups of flowers were
• I am thinking of an equation about one of the groups combined, they added.
of flowers. The answer is 12, and it tells how many

151 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
7. There are 5 shelves of video games in 8. Ken watches a marching band. He students in previously taught concepts and to
a store. There are 6 video games on sees 2 rows of flute players. Six people promote content retention.
each shelf. How many video games are in each row. He sees 8 trombone
are there on the shelves? players. How many flute players and
trombone players does Ken see?

30 video games 20 flute players and trombone players

Spiral Review
9. What is the sum of 438 and 382? 10. Estimate the sum.
622
+ 84
__
820 Possible answer: about 700

11. Francine uses 167 silver balloons and 12. Yoshi is making a picture graph. Each
182 gold balloons for her store party. picture of a soccer ball stands for two
How many silver and gold balloons goals he scored for his team. The row
does Francine use? for January has 9 soccer balls. How
many goals did Yoshi score during
January?

© Houghton Mifflin Harcourt Publishing Company

349 silver and gold balloons 18 goals

152 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c04p04.indd 152 12/07/21 10:38 PM

Chapter 4 • Lesson 4   152

LESSON
4.5 Lesson at a Glance
Represent Multiplication with Arrays

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with I can use arrays to model multiplication and find factors.
products from 0 to 144, and related division facts.
Learning Goal
Mathematical Thinking & Reasoning Standards
Use arrays to model products and factors.
● MTR.1.1 Actively participate in effortful learning.
● MTR.3.1 Complete tasks with mathematical fluency. Language Objective
● MTR.4.1 Engage in discussions on mathematical thinking. Students create a poster showing an example of how you
● MTR.7.1 Apply mathematics to real-world contexts. can use arrays to model multiplication and find factors.
MATERIALS
• MathBoard
• square tiles

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.2 Explore multiplication of ● MA.4.NSO.2.1 Recall multiplication facts
two whole numbers with sums up to two whole numbers with products from with factors up to 12 and related division
1,000. Explore the subtraction of a whole 0 to 144, and related division facts. facts with automaticity.
number from a whole number, each no
larger than 1,000.

ABOUT THE MATH

Using Arrays to Model Multiplication they modeled equal groups with counters and with jumps
on the number line. Make sure they understand that all
It is important for students to understand the array
three methods are models of multiplication.
model for multiplication because it has many applications
throughout mathematics. 4×7
7
Students have already learned that in a multiplication
number in each row
expression with 2 factors, the first factor is the number of
groups and the second factor is the number in each group.
The equal groups can be arranged to form the rows and
columns of a rectangular array. The first factor represents 4
the number of rows, and the second factor represents the number
number in each row. For example, the expression 4 × 7 of rows
represents 4 rows of 7 tiles each, for a total of 28 tiles.
To reinforce the concept, demonstrate to students that
4 × 7 = 28
arrays are made of equal groups. Remind students of how

For more professional learning,

153A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 4.5 with the Interactive Student Edition
Cora is reading a book that has 407 pages. She has already
read 289 pages. How many pages does Cora have left to I Can Objective
read?
I can use arrays to model multiplication and find
118 factors.

Making Connections
Vocabulary
Engage students in a discussion about
• Interactive Student Edition multiplication. Ask the following questions:
• Multilingual Glossary
• What multiplication sentence can you write for
9 + 9? 2 × 9
Vocabulary Builder • What addition sentence can you write for 4 × 3?
Materials vocabulary card for array 3+3+3+3
Array Use the vocabulary cards to help students • How is multiplication like addition? Possible
remember definitions for new words and review terms. answer: Multiplication is a way to do addition if
you are adding the same number many times.
Show students a few types of arrays they will learn in this
lesson. Learning Activity
2 by 10 array Each time the wind blows, leaves blow off a tree.
How many leaves have blown off the tree at the
end of the day?
What is the problem the students are trying to
3 by 6 array solve? Connect the story to the problem.
• What are you trying to find? how many leaves
blew off the tree
• What is one way you could find out how many
leaves were blown from the tree? by finding the
3 by 2 array
sum of all the leaves
• Suppose the wind blew 15 leaves from the
tree. What addition sentence could you write
showing 3 equal groups of leaves? 5 + 5 + 5 = 15
What multiplication sentence could you write
for this addition sentence? 3 × 5 = 15
FOCUSING ON THE WHOLE STUDENT

Supporting All Learners

Responsible Decision-Making Before the lesson, guide
students as they evaluate the effectiveness of an array
as a multiplication strategy. Is using an array an effective
strategy for representing a multiplication problem? First
you must determine the characteristics of an effective
strategy. There is more to being effective than helping
you get to a correct solution one time. The strategy must
be flexible enough to use with multiple problems. It
should be automatic enough that you can become fluent.
It should also represent the problem accurately. Think
about the meaning of multiplication in a real-world
context. Does the array represent the problem?

Chapter 4 • Lesson 5   153B

 CorrectionKey=FL-B

LESSON 4.5 CHAPTER 4

Name Lesson 5
2 Explore
Florida’s B.E.S.T.
Represent Multiplication with Arrays ● Number Sense & Operations 3.NSO.2.2
● Mathematical Thinking & Reasoning
I Can use arrays to model multiplication and find MTR.1.1, MTR.3.1, MTR.4.1, MTR.7.1
factors.
Real UNLOCK the Problem Real
Unlock the Problem World World
Many people grow tomatoes in their gardens.
Be sure students understand that rows go Lee plants 3 rows of tomato plants with 6 plants
across. in each row. How many tomato plants are
there?
Activity 1
This activity introduces students to an array as Activity 1
Materials ■ square tiles ■ MathBoard
another way to represent multiplication.
• You make an array by placing the same number
Work through the activity with students. of tiles in each row. Make an array with 3 rows ▲ Tomatoes are a great
of 6 tiles to show the tomato plants. source of vitamins.
• How many tiles will you put in each row?
6 tiles How many rows do you have? 3 rows • Now draw the array you made.

• What method did you use to find the

Check students’ drawings.
product? Possible answer: I skip counted 3 times by
the number in each row.

MTR 1.1 Actively participate in effortful

learning. © Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Getty Images/Photodisc

• What if Lee planted 7 tomato plants in each

Math Talk: No; Possible explanation: if you only
row instead of 6? How would your array be turn the tiles, the number stays the same because
different? Each row of the array would have 7 tiles. you do not add or take away any of the tiles.
I’d have to add 1 tile to each row.
• Find the total number of tiles.
• How could you find the new total number
of tiles? Possible answers: I know 3 × 6 = 18. I
Multiply. 3 × 6=_
18 Math MTR Engage in discussions on
Talk
→

→
4.1 mathematical thinking.
added 1 more tile to each of 3 rows, so I can add 3 to number number
Does the number of
18 to get 21; I can multiply 3 × 7 = 21. of rows in each row tiles change if you turn
the array to show 6 rows
So, there are _
18 tomato plants.
MTR 4.1 Engage in discussions on of 3?

mathematical thinking.

Math Use Math Talk to focus on children’s

Talk understanding of the proper format
Go Online For more help Chapter 4 • Lesson 5 153

of rows and columns. The first factor tells the

number of rows and the second factor tells the 3_mflese661030_c04l05.indd 153 04/08/21 8:53 PM

number in each row. So, turning the array

helps introduce the concept of the
Commutative Property of Multiplication. Multilingual Support
STRATEGY: Identify Relationships
Students learn the concept of an array by relating common objects
to arrays.
• Review the definition of array.
• Ask students to identify arrays in the classroom with a partner.
Possible answers: desks in a row, papers on a bulletin board, weeks in a calendar

• Choose one array in the classroom and have partners describe it

using this sentence frame: The ______ has __ rows of squares
with __ squares in each row.

Go Online
Video Tutorials and
Interactive Examples

153 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Activity 2 Materials ■ square tiles ■ MathBoard

Activity 2
Use 8 tiles. Make as many different arrays as you can, using
all 8 tiles. Draw the arrays. The first one is done for you. In this activity, students make arrays to show all
the factors of 8.
A B
• What are all the factors of 8? 1, 2, 4, and 8
• Which number in the multiplication
equations represents the number of rows?
1 row of 8 8 rows of _
1
the first number
1×8=8 8×_
1 =8

C D
3 Explain
Math
Share and Show Board

The first problem connects to the learning

_
2 rows of _
4 _
4 rows of _
2
model. Have students use the MathBoard to
_×_=8
2 4 _×_=8
4 2
explain their thinking.
You can make _
4 different arrays using 8 tiles. Use the checked problems for Quick Check.
Students should show their answers for the
Quick Check on the MathBoard.
Share and Show Math
Board

1. Complete. Use the array.

_
2 rows of _
10 = _
20 Quick Check MTSS RtI
_
2 ×_
10 = _
20 © Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

If
If a student misses the checked
Write a multiplication equation for the array.
2. 3.
problems

3 ∙ 6 ∙ 18 2 ∙ 7 ∙ 14 Then Differentiate Instruction with

• Reteach 4.5
• Waggle MA.3.NSO.2.2
154 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c04l05.indd 154 04/08/21 8:54 PM

Common Errors
Ready for More Spatial
Individual Error Students may incorrectly make an
array to solve a problem.
Materials square tiles, 1-Centimeter Grid Paper
(see eTeacher Resources) Example 3×7∙
• Write the following numbers on the board. Common Errors

8 12 16 20

• Have students choose one of the numbers and There are 24 tiles in the array.
make as many different arrays as they can with
that number of squares. Springboard to Learning Have students
circle the second factor in a multiplication
• Then have students record the arrays on equation to remind them that this number
the grid paper and write the corresponding represents the number in each row. Then
multiplication equation for each array. have them draw this number of tiles in
the first row and use the first number to
determine how many rows to draw.

Chapter 4 • Lesson 5   154

 CorrectionKey=FL-B

Name

On Your Own On Your Own

If students complete the checked problems
Write a multiplication equation for the array.
correctly, they may continue with the On Your
Own section. 4. 5.

Problems 6–7 Students make the connection

between the multiplication equation and the
array. Be sure students understand that arrays 4 × 5 = 20 3×2=6

are made of rows of objects with the same

Draw an array to find the product. Possible arrays are shown.
number of objects in each row.
6. 3 × 6 = _
18 7. 4 × 7 = _
28
The first factor tells the number of rows, and
the second factor tells the number of objects
in each row.
• Can you think of any objects around your
house that look like arrays? Possible answers:
egg cartons; muffin tins; 6-pack of juice; 8-pack of
cereal; shoe rack
Have students sketch a picture and write a
multiplication equation for each real-world 8. DeShawn makes an array using 3 9. Ming makes an array using 2 rows of
rows of 5 tiles. How many tiles does 7 tiles. She adds 3 more rows to the
example. Deshawn have if he adds 2 more rows array. Write a multiplication equation
to the array? that shows Ming’s array.

Higher-Order Thinking
Problem 10 Students make arrays with 25 tiles 5 × 7 = 35
6 tiles and then record the corresponding
multiplication equation. Remind students
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

that the first number in the multiplication 10. Use 6 tiles. Make as many different arrays as
equation represents the number of rows. So you can using all the tiles. Draw the arrays.
Then write a multiplication equation for
turning the array results in changing the order
each array. Check students’ drawings.
of the factors.
3 × 2 = 6; 2 × 3 = 6;

6 × 1 = 6; 1 × 6 = 6

Chapter 4 • Lesson 5 155

3_mflese661030_c04l05.indd 155 04/08/21 8:54 PM

Meeting Individual Needs

DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 4.5 MTSS RtI1 CorrectionKey=FL-A Enrich 4.5
DO NOT EDIT--Changes must be made through “File info”

LESSON 4.5 LESSON 4.5

Name Name
Reteach Enrich

Represent Multiplication with Arrays Garden Arrays

An array is a set of objects arranged in rows and columns. Ed’s Garden Nursery is displaying new flowers. Each type of
flower is arranged in an array. Use the clues to label each part of
Write a multiplication equation for each array. the flower display. Then find the number of each type of flower.
Color the display.
column 16
1 Yellow mums 2 × 8 array = mums
row 24
2 Purple pansies 6 × 4 array = pansies

5 × 5 array = 25 begonias
3 Pink begonias
This array has 2 rows and 5 This array has 5 rows and 2
3 × 7 array = 21 marigolds
columns. columns. 4 Orange marigolds

3 × 4 array = 12 petunias
Count by fives. Count by twos. 5 White petunias

2 rows of 5 are 10. 5 rows of 2 are 10. 3 × 8 array = 24 tulips

6 Blue tulips
The multiplication equation is The multiplication equation is
2 × 5 = 10. 5 × 2 = 10.
mums
marigolds yellow
Write a multiplication equation for the array. orange

1 2
tulips begonias
blue pansies pink
purple

3 × 4 = 12 4 × 4 = 16
petunias
white
3 4

7 Add a 2 × 5 array for a red rose garden. Label it and color it red.
Check students’ array.
8 Explain how you decided where each type
of flower belonged. Possible answer: I looked at the rows and how many
Go Online 5 × 3 = 15 3 × 6 = 18 were in each row and matched it with an array for a flower.

21 21
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c04r05.indd 21 10/08/21 3:35 PM 3_mflean1822132_c04e05.indd 21 7/6/21 2:20 PM

155 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

Use the table to solve 11–12.

World
4 Elaborate
11. MTR Mr. Bloom grows vegetables in Mr. Bloom’s Garden
his garden. Draw an array and write the
Vegetable Planted In
Problem Solving Real
multiplication equation to show how
Beans 4 rows of 6 World
many corn plants Mr. Bloom has in
his garden. Check students’ drawings. Carrots 2 rows of 8 Applications
Corn 5 rows of 9
5 × 9 = 45; 45 corn plants
Beets 4 rows of 7
MTR 7.1 Apply mathematics to real-world
contexts.
12. Could Mr. Bloom have planted his
carrots in equal rows of 4? If so, how on the Have students read Problem 11. Ask them to
many rows could he have planted? Spot describe how they will solve the problem.
Explain.
MTR 3.1 Complete tasks with mathematical
Yes; Possible explanation: He has 16 carrot
fluency.
plants because 2 × 8 = 16. Skip count
Problem 13 Students organize their thinking
by 4s to see if you get 16: 4, 8, 12, 16. You to find all the factors of 12.
count 4 times, so he could plant 4 rows. MTR 1.1 Actively participate in effortful
learning.
13. MTR Mr. Bloom has 12 strawberry plants.
Describe all of the different arrays that Problem 14 Students must make an array to
Mr. Bloom could make using all of his model the problem and solve it. Students need
strawberry plants. The first one is done for you. to understand that the multiplication problem
2 rows of 6; 6 rows of 2; 1 row of 12; can be shown as 5 rows with 3 squares in each
12 rows of 1; 3 rows of 4; 4 rows of 3
row. Some students may need help in using an
array to represent a multiplication problem.
14. Elizabeth planted 5 rows of pansies with 3
© Houghton Mifflin Harcourt Publishing Company
pansies in each row. How many pansies
did she plant in all? Draw the rest of the squares
to make an array to represent the problem. 5 Evaluate Formative
Assessment
Then solve.
15 pansies
I Can
Have students draw a poster showing an
156 Florida’s B.E.S.T. Go Math! Grade 3 example to demonstrate the I Can statement.
I can use arrays to model multiplication and
3_mflese661030_c04l05.indd 156 04/08/21 8:55 PM
find factors by . . . using the first factor as the number
of rows and the second factor as the number in each row.
DIFFERENTIATED INSTRUCTION • Independent Activities

Math Journal WRITE Math

Grab
TM

and Write a word problem that can be solved by

Version 2.0 drawing an array. Then draw the array and
solve the problem.
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 4 • Lesson 5   156

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 4.5
Practice and Homework
• Built-in student supports Represent Multiplication with
• Actionable Item Reports Go Online
• Standards Analysis Reports Arrays Interactive Examples

Write a multiplication equation for the array.

Practice and Homework 1. 2.

Represent Multiplication with

Arrays
21
3×7=_ 2×5=_
10
Use the Practice and Homework pages to
Possible arrays are shown.
provide students with more practice of the Draw an array to find the product.
concepts and skills presented in this lesson.
3. 4 × 2 = _
8 4. 2 × 8 = _
16
Students master their understanding as they
complete practice items and then challenge
their critical thinking skills with Problem
Solving. Use the Write Math section to
determine students’ understanding of content
for this lesson. Encourage students to use their
Math Journals to record their answers.
Problem Solving Real
World

5. Lenny is moving tables in the school 6. Ms. DiMeo directs the school choir.
cafeteria. He places all the tables in a She has the singers stand in 3 rows.
7 × 4 array. How many tables are in There are 8 singers in each row. How
the cafeteria? many singers are there?

28 tables 24 singers
© Houghton Mifflin Harcourt Publishing Company

7. WRITE Math Write a word problem that

can be solved by drawing an array. Then
draw the array and solve the problem.
Check students’ work.

Chapter 4 • Lesson 5 157

3_mflese661030_c04p05.indd 157 04/08/21 9:13 PM

PROFESSIONAL
DEVELOPMENT MATH TALK IN ACTION

This discussion is about Problem 3. Ben:  ut it is good to have a rule that the first
B
number in a multiplication equation is the
Teacher: How could you describe an array to someone? number of rows and the second number is the
Colleen: It’s like a rectangle, only with tiles. number in each row so you don’t get mixed up.
Especially, if you have to find missing factors.
Ben: It might have circles or other shapes that are all
the same. Mina:  K, let me make sure I understand this. To write
O
a multiplication equation for an array, I write
Lian:  on’t forget to tell how many rows it has and
D the number of rows first. A row goes across.
how many are in each row. And the rows have Then
to have the same number in them. I write a multiplication sign and the number in
Mina: I always get mixed up on which way a row goes. each row. So, I would write 4 × 2 ∙ 8 for the
Lian: Rows go across. problem.

Marco: It really doesn’t matter if you do get mixed up Teacher: Excellent, that’s it!
and count the number in each column and
multiply by the number of columns. You will still
get the same answer.

157 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
8. What multiplication equation does 9. What multiplication equation does students in previously taught concepts and to
this array show? this array show? promote content retention.

3 ∙ 5 ∙ 15 3 ∙ 9 ∙ 27

Spiral Review
10. Use the table to find who traveled 11. Use the bar graph to find what hair
700 miles farther than Paul during color most students have.
summer vacation.
Hair Color
Summer Vacations Brown
Name Distance in Miles
Paul 233 Black
Color

Andrew 380 Blond

Bonnie 790
Red
Tara 933
Susan 853 0 2 4 6 8 10 12 14 16
Number of Students

Tara Brown

12. Spencer orders 235 cans of 13. Which bar would be the longest on a
tomatoes to make salsa for the bar graph of the data?
festival. What is 235 rounded to Favorite Pizza Topping
the nearest ten? Topping Votes
© Houghton Mifflin Harcourt Publishing Company
Cheese 5
Pepperoni 4
Vegetable 1
Sausage 3

240 Cheese

158 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c04p05.indd 158 04/08/21 9:13 PM

Chapter 4 • Lesson 5   158

LESSON
4.6 Lesson at a Glance
Understand the Commutative Property of
Multiplication

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit I can use the Commutative Property of Multiplication to find
number and two-digit number. Apply properties of multiplication to products.
find a product of one-digit whole numbers.
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with Learning Goal
products from 0 to 144, and related division facts. Model the Commutative Property of Multiplication and use it
Mathematical Thinking & Reasoning Standards to find products.
● MTR.2.1 Demonstrate understanding in multiple ways. Language Objective
● MTR.4.1 Engage in discussions on mathematical thinking. Students reread how to use the Commutative Property of
● MTR.5.1 Apply mathematics to real-world contexts. Multiplication to find products and rephrase it to a partner.
● MTR.7.1 Apply mathematics to real-world contexts. MATERIALS
• MathBoard
• square tiles

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.1.AR.1.1 Apply properties of addition ● MA.3.AR.1.1 Apply the distributive ● MA.4.AR.1.1 Solve real-world problems
to find a sum of three or more whole property to multiply a one-digit number involving multiplication and division of
numbers. and two-digit number. Apply properties of whole numbers including problems in
multiplication to find a product of which remainders must be interpreted
one-digit whole numbers. within the context.

ABOUT THE MATH

Why Teach This

Students may find it easier to solve multiplication for example, 6 × 2 ∙ 2 × 6. This means that students
problems by using strategies that result from applying may use whichever expression makes it easier to find the
mathematical properties. answer.
In this lesson, students are introduced to the Commutative The goal of this lesson is for students to learn another
Property of Multiplication, which states that the order strategy to make multiplication flexible, easy, and fast.
in which you multiply factors doesn’t affect the product,

For more professional learning,

159A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 4.6 with the Interactive Student Edition
Write the expanded form of each number. Then find the
sum. I Can Objective
357 = _____ 300 + 50 + 7 I can use the Commutative Property of
Multiplication to find products.
122 = _____ 100 + 20 + 2
357 + 122 = _____ 479 Making Connections
Engage students to tell you what they know about
Vocabulary arrays and multiplication.
• Interactive Student Edition • What are factors? numbers that are multiplied
• Multilingual Glossary • What is a product? the answer to a multiplication
problem

Vocabulary Builder • What is an array? objects arranged in rows with

the same number of objects in each row
Ask children to define the Commutative Property of
Multiplication in their own words. Then give an example. • What multiplication sentence can you write for
Accept reasonable definitions. Possible example given. an array? The number of rows times the number
2×8=8×2 of objects in each row is the total number of
objects in the array.

Learning Activity
FOCUSING ON THE WHOLE STUDENT There are 18 prickly pear cactus plants in a garden.
The garden has 3 rows. Each row has 6 plants.
What is the problem the students are trying to
Access Prior Knowledge solve? Connect the story to the problem. Ask the
following questions:
Remind students of the work they did in the previous
lesson on arrays. Draw the following array on the board. • How many prickly pear cactus plants are in the
garden? 18
• How are the 18 plants arranged? in 3 equal rows
of 6
• What addition sentence is equivalent to
• How would you describe the array? Possible answer: It 3 × 6 = 18? 6 + 6 + 6
has 3 rows with 4 tiles in each row.
• What are other pairs of factors of 18 besides
• What multiplication sentence does the array show? 3 and 6? 1 and 18, 2 and 9
3 × 4 = 12; also accept 4 × 3 = 12

Chapter 4 • Lesson 6   159B

 CorrectionKey=FL-B

LESSON 4.6 CHAPTER 4

Name Lesson 6
2 Explore
Florida’s B.E.S.T.
Understand the Commutative ● Algebraic Reasoning 3.AR.1.1

Property of Multiplication ● Number Sense & Operations 3.NSO.2.2

● Mathematical Thinking & Reasoning
MTR.2.1, MTR.4.1, MTR.5.1, MTR.7.1
I Can use the Commutative Property of
Real
Unlock the Problem World
Multiplication to find products.

UNLOCK the Problem Real

World
MTR 7.1 Apply mathematics to real-world
Darius works at the Bird Store. He
contexts.
arranges 15 boxes of birdseed in rows • Circle the number that is the
Be sure students understand they are finding on the shelf. What are two ways he can product.
different arrangements for 15 boxes, placed in arrange the boxes in equal rows?
rows with an equal number. Activity Make an array.
• Why did you only circle the 15 in the Materials ■ square tiles ■ MathBoard
problem and not the two? Possible answer: two Arrange 15 tiles in 5 equal rows.
tells me how many ways I need to arrange the tiles. Draw a quick picture of your array.

Activity
Help students work through the problem. Check students’ drawings.
• How can you arrange the tiles in 5 rows? How many tiles are in each row? __
3 tiles
Possible answer: I put 1 tile in each row and keep
5 × 3 = 15
What multiplication equation does your array show? ___
adding one more tile to each row until there are
no tiles left. Suppose Darius arranges the boxes in 3 equal rows.
Draw a quick picture of your array. Check students’ drawings.
MTR 2.1 Demonstrate understanding in
multiple ways.
• If you turn the array so the rows become
the columns, what multiplication equation How many tiles are in each row? __
5 tiles

would you write to represent it? 3 × 5 = 15 What multiplication equation does your array show?
© Houghton Mifflin Harcourt Publishing Company

___
3 × 5 = 15 Math MTR Use patterns and
• Is there any other way you can arrange Talk 5.1 structure.
So, two ways Darius can arrange the 15 boxes are
the 15 tiles in an array that has more than When using an array
to help solve a
1 row? Explain. No; possible answer: the only 5 rows of 3 or in 3 rows of _
in _ 5 . multiplication problem,
why does the answer stay
numbers that make equal rows for 15 are 3 and 5. If the same when the array
you put any other number of tiles in a row, the rows are Math Talk: Possible answer: It is like turning the array around. is turned?

not equal. You do not change the total when you turn it around.

MTR 5.1 Use patterns and structure. Go Online For more help Chapter 4 • Lesson 6 159

Math Use Math Talk to focus on students’

Talk understanding that changing the
3_mflese661030_c04l06.indd 159 04/08/21 9:00 PM

order of the factors does not change the

product. Multilingual Support
• How could Dave arrange 12 boxes into
STRATEGY: Understand Context
equal rows? How many rows of 4? How
many rows of 3? Why do both have the Read aloud the definition of Commutative Property of
same number of boxes? 3 rows of 4. 4 rows of 3. Multiplication in the glossary.
They have the same number of boxes because 4 rows of
3 is like 3 rows of 4 turned on its side. • Remind students that the math word property means a
characteristic or a rule.
• Have students define property in their own words or represent it
in drawings or with models.
• If students need help verbalizing the definition, provide this
sentence frame: The Commutative Property of Multiplication says
that if 3 × 2 ∙ 6, then ___ ∙ ___. 2 × 3 = 6

Go Online
Video Tutorials and
Interactive Examples

159 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Multiplication Property The Commutative Property

of Multiplication states that when you change the order of Multiplication Property
the factors, the product stays the same. You can think of it
Have a volunteer read the statement about the
as the Order Property of Multiplication.
Commutative Property of Multiplication. Then
work with students through the steps that
show 2 × 3 = 3 × 2.
• How could you use a fact like 2 × 9 = 18 and
3 =_
2×_ 6 2 =_
3×_ 6
the Commutative Property of Multiplication
Math Idea to find 9 × 2? I know that 2 × 9 = 9 × 2, so I know
Facts that show the
Commutative Property of
that 9 × 2 = 18.
Multiplication have the
same factors in a different Discuss the Math Idea and be sure students
3 =3×_
So, 2 × _ 2 .
order.
2 × 3 = 6 and 3 × 2 = 6
understand the meaning of the Commutative
Property of Multiplication, or Order Property of
• Explain how the models are alike and how they
Multiplication.
are different.
Possible explanation: the number of groups and the number in each group are • What is the related fact for 5 × 4? 4 × 5
switched, but the number in all is the same. • How many different multiplication
equations can be made from the numbers 4,
4, and 16? Explain. One; the factors are the same,
Try This! Draw a quick picture on the right that shows the so switching the order of the factors gives the same
Commutative Property of Multiplication. Then complete the equation: 4 × 4 = 16.
multiplication equations. Check students’ drawings.
Try This!
A
After students have completed the equations
and have drawn the quick pictures to show the
Commutative Property of Multiplication, have
3 ×4=_
_ 12 _ 12
4 ×3=_ them verify that the product of each fact and
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

its related fact are the same.
B
• What happens to the equal rows when you
change the order of the factors? The number of
rows becomes the number in each row and the number
in each row becomes the number of rows.
2×_
5 =_
10 5×_
2 =_
10
• What happens to the product when you
160 Florida’s B.E.S.T. Go Math! Grade 3 change the order of the factors?
It stays the same.

3_mflese661030_c04l06.indd 160 04/08/21 9:01 PM

Common Errors
Ready for More Logical / Mathematical
Small Group
Error Students write an incorrect
• Write the following statement on the board, multiplication fact for an array.
and ask students to find the missing factor. Example
Common Errors
If 3 × 4 ∙ 12, then 4 × ? ∙ 12. 3
• Have students create their own If, then
statements using the Commutative Property of
Multiplication. This array shows 3 × 6 = 18.
• Tell students to leave question marks in their Springboard to Learning Have students
statements in place of one factor or the product. circle the first factor and count the rows
to check that the number of rows is the
• Ask students to write their statements on the
same as the circled factor. Have students
board and then have the class solve them.
draw a rectangle around the second factor
and a rectangle around the top row. Then
have them count the number in the row
and check that it is the same as the second
factor.

Chapter 4 • Lesson 6   160

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board In 2 × 6, the 2 tells the number
of rows. In 6 × 2, the 2 tells
1. Write a multiplication equation for the array. the number in each row.
Math
Math
Share and Show Board
Talk
MTR Engage in discussions on
4.1 mathematical thinking.
Use the checked problems for Quick Check. Explain what the factor 2
means in each multiplication
Students should show their answers for the equation.

Quick Check on the MathBoard. 2 × 6 = 12

__ 6 × 2 = 12
__
Write a multiplication equation for the model. Then
use the Commutative Property of Multiplication to

Quick Check MTSS RtI write a related multiplication equation.

2. 3. 4.

If
If a student misses the checked
problems
2 ×_
_ 4 =_
8 5 ×_
_ 3 =_
15 4 ×_
_ 5 =_
20
Then Differentiate Instruction with
4 ×_
_ 2 =_
8 3 ×_
_ 5 =_
15 5 ×_
_ 4 =_
20
• Reteach 4.6
• Waggle MA.3.NSO.2.2 On Your Own
Write a multiplication equation for the model. Then
use the Commutative Property of Multiplication to
write a related multiplication equation.
On Your Own 5. 6. 7.

If students complete the checked problems

correctly, they may continue with the On Your
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Own section. 3 ×_
_ 4 =_
12 2 ×_
_ 5 =_
10 3 ×_
_ 6 =_
18

MTR 5.1 Use patterns and structure. 4 ×_

_ 3 =_
12 5 ×_
_ 2 =_
10 6 ×_
_ 3 =_
18

Guide students to see that Problems 8 and 13 MTR Write the unknown factor.
can each be solved simply by changing the 8. 3 × 7 = _
7 ×3 9. 4 × 5 = 10 × _
2 10. 3 × 6 = _
2 ×9
order of the factors, using the Commutative
Property of Multiplication. 11. 6 × _
6 =4×9 12. 3 ×8=4×6
_ 13. 5 × 8 = 8 × _
5

MTR 4.1 Engage in discussions on mathematical Chapter 4 • Lesson 6 161

thinking.
Ask students why they might need to use a 3_mflese661030_c04l06.indd 161 04/08/21 9:02 PM

related fact to solve a multiplication problem. Meeting Individual Needs

• If you know that 9 × 4 ∙ 36, what other DO NOT EDIT--Changes must be made through “File info”
Reteach 4.6 Enrich 4.6
DO NOT EDIT--Changes must be made through “File info”

fact do you know? Explain. 4 × 9 = 36. Possible

CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

answer: The order of the factors does not change the Name
LESSON 4.6
Reteach
Name
LESSON 4.6
Enrich

product.
Understand the Commutative Property Multiplication by Arrangement
of Multiplication Solve.
The Commutative Property of Multiplication states that you can 1 Sara made an array with 10 2 Kelly put 15 jars of spices in
change the order of the factors and the product stays the same. tiles. The array had 2 rows. How the cabinet. There were 5 jars
There are 4 rows of 5 tiles. There are 5 rows of 4 tiles. many tiles were in each row? in each row. How many rows
5 tiles did Kelly make?
3 rows

3 Leslie wants to display 12 4 This array shows how José

Think: 4 equal groups of 5 Think: 5 equal groups of 4 seashells in equal rows. She displays the 18 rocks in his
starts to draw this array. collection.
5 + 5 + 5 + 5 = 20 4 + 4 + 4 + 4 + 4 = 20

Multiply. 4 × 5 = 20 Multiply. 5 × 4 = 20

The factors are 4 and 5. The product is 20.

What are two ways Leslie can
complete the array? What are three other ways José
Write a multiplication equation for the array. Possible equations are shown.
can display his rocks in equal
Draw 2 more circles in each row to
1 2 3 rows?
show 2 rows of 6 or draw another
Possible answer: he can make 6
row to show 3 rows of 4 circles.
rows of 3 rocks, 2 rows of 9 rocks,
3 × 7 = 21 2 × 5 = 10 1×8=8
or 9 rows of 2 rocks.
Write a multiplication equation for the model. Then
use the Commutative Property of Multiplication to
5 Mark arranges cans in 8 rows with 3 cans in each row.
write a related multiplication equation.
Using the same total number of cans, how many different ways can
4 5 6 Mark make equal rows of cans? List the ways.
8 ways: 1 row of 24 cans, 2 rows of 12 cans, 3 rows of
8 cans, 4 rows of 6 cans, 6 rows of 4 cans, 8 rows of

Go Online 4

2
× 2 = 8
× 4 = 8
4 × 3 = 12

3 × 4 = 12
4 × 6 = 24
6 × 4 = 24
3 cans, 12 rows of 2 cans, or 24 rows of 1 can.

22
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company
22 © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c04r06.indd 22 10/08/21 3:35 PM 3_mflean1822132_c04e06.indd 22 7/6/21 2:19 PM

161 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

14. Ingrid used pinecones to make 18 peanut butter bird

World
4 Elaborate
feeders. She hung the same number of feeders in 6 trees.
Draw an array to show how many feeders she put in
each tree.
Problem Solving Real
World
Check students’ drawings.
She put _
3 bird feeders in each tree.
Applications
15. Mr. Diaz sets out 6 rows of glasses with 3 glasses in each MTR 2.1 Demonstrate understanding in
row. Mrs. Diaz sets out 3 rows of glasses with 6 glasses
multiple ways.
in each row. How many glasses do Mr. and Mrs. Diaz set
out in all? For Problem 16, suggest students think of the
36 glasses expressions as 2 groups of 6 and 6 groups of 2.
16. Write two different word problems about
12 birds to show 2 × 6 and 6 × 2. Solve each problem.
Higher-Order Thinking
Possible problems: Tim drew 2 bird cages with 6 birds in each cage. How

many birds did he draw? 12 birds; Lisa drew 6 bird cages with 2 birds in MTR 7.1 Apply mathematics to real-world
each cage. How many birds did she draw? 12 birds
contexts.
Problem 17 Students interpret information
17. There are 4 rows of 6 bird stickers in Don’s sticker album. and complete multiple steps to find the total.
There are 7 rows of 5 bird stickers in Lindsey’s on the
album. How many bird stickers do they have? Spot MTR 5.1 Use patterns and structure.

mage Credits: (t) ©Lori Swadley/Adobe Stock

59 bird stickers Problem 18 Students should recognize the
application of the Commutative Property of
18. Write the letter for each multiplication equation on the left next Multiplication using a different order of the
to the multiplication equation on the right that has the same
value.
same factors. If students do not understand
that factors may be multiplied in any order
© Houghton Mifflin Harcourt Publishing Company • Image
A 5×7=■ C 6×3=■ and the result will be the same, they will make
at least two incorrect connections.
B 8×2=■ B 2×8=■

C 3×6=■ D 4×9=■

D 9×4=■ A 7×5=■
5 Evaluate Formative
Assessment
162 Florida’s B.E.S.T. Go Math! Grade 3

I Can
Have students reread and then rephrase the I
3_mflese661030_c04l06.indd 162 04/08/21 9:05 PM

DIFFERENTIATED INSTRUCTION • Independent Activities Can statement to explain it to a partner.

I can use the Commutative Property of

Grab Multiplication to find products because . . .

TM

and when I know one fact, I can use the Commutative Property
Version 2.0 to find the product of the related fact. For example, if I
know 2 × 7 = 14, then I know that 7 × 2 = 14.
Differentiated Centers Kit

Math Journal WRITE Math

Tabletop Flipchart Readers
How are the Commutative Property of
Mini-lessons for reteaching With Lexile® scores Addition and the Commutative Property of
to targeted small groups Multiplication alike?

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 4 • Lesson 6   162

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 4.6
Practice and Homework
• Built-in student supports Understand the Commutative
• Actionable Item Reports Go Online
• Standards Analysis Reports Property of Multiplication Interactive Examples

Write a multiplication equation for the model. Then

Practice and Homework use the Commutative Property of Multiplication to
write a related multiplication equation.

Understand the Commutative 1. 2.

Property of Multiplication
Use the Practice and Homework pages to
provide students with more practice of the
concepts and skills presented in this lesson. 5 2 = 10 6
× × 4 = 24
Students master their understanding as they
complete practice items and then challenge 2 × 5 = 10 4 × 6 = 24
their critical thinking skills with Problem 3. 4.
Solving. Use the Write Math section to
determine students’ understanding of content
for this lesson. Encourage students to use their 3 × 4 = 12 2 × 6 = 12
Math Journals to record their answers. 6 2
4 × 3 = 12 × = 12

Problem Solving Real

World

5. In a tree with 7 big branches, 4 crows 6. A park has 3 playgrounds and

wait on each branch. All the crows fly 11 children are playing at each
up and land again on only 4 branches. playground. Then all the children go
If there are an equal number of crows to sit at 11 tables. If an equal number
on each branch, how many crows are of children sit at each table, how many
© Houghton Mifflin Harcourt Publishing Company

on the four branches? children are at each table?

7 crows 3 children

7. WRITE Math How are the Commutative Property of Addition and the
Commutative Property of Multiplication alike?
Check students’ work.

Chapter 4 • Lesson 6 163

3_mflese661030_c04p06.indd 163 04/08/21 9:14 PM

PATH TO FLUENCY • Activity

Area Models and Multiplication

Materials square tiles, 1-Centimeter Grid Paper
(see eTeacher Resources)

Investigate Have students work with a partner to explore

how to use an area model to solve a multiplication problem.
• Have partners count out 6 tiles and arrange them in a
row. Ask them to find how many tiles it would take to
• Then, ask students to draw a model on grid paper to
make 4 equal rows of 6 tiles each.
show 5 equal rows with 7 tiles each. Have them find
• Have students use the tiles to make an array and solve how many squares would be in the array. 35 squares
the problem.
• Ask students which area model is larger. How does
• Then ask students to represent the array they made on this relate to the products? The 5 x 7 area model is larger. A
grid paper. greater product is represented by a larger area model.
• Have students share their strategies for making the Summarize Ask students to explain how drawing a
area model on the grid. model on grid paper to solve a multiplication problem
is like making an array and how it is different. Possible
explanation: The grid and the array both show rows and columns. In
the grid, there is no space between the rows and columns. Instead of
placing tiles in an array, you color in squares on the grid paper.

163 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
8. Write a multiplication equation that 9. What factor makes the equation true? students in previously taught concepts and to
shows the Commutative Property of promote content retention.
Multiplication. 7×4=■×7

Answers will vary. Possible responses: 4

4 ∙ 2 ∙ 2 ∙ 4; 3 ∙ 2 ∙ 2 ∙ 3; 6 ∙ 7 ∙ 7 ∙ 6

Spiral Review
10. Ms. Williams drove 149 miles on 11. Inez has 699 pennies and 198 nickels.
Thursday and 159 miles on Friday. Estimate how many more pennies
About how many miles did she drive than nickels she has.
altogether?

Possible response: about 300 miles Possible response: about 500 more

pennies

12. This year, the parade had 127 floats. 13. Jeremy made a tally table to record
That was 34 fewer floats than how his friends voted for their
last year. How many floats were in favorite pet. His table shows
the parade last year? |||| |||| || next to Dog. How many
friends voted for dog? © Houghton Mifflin Harcourt Publishing Company

161 floats 12 friends

164 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c04p06.indd 164 25/08/21 7:47 PM

Chapter 4 • Lesson 6   164

LESSON
4.7 Lesson at a Glance
Understand the Identity and Zero
Properties of Multiplication

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit I can multiply a number by 0 or 1.
number and two-digit number. Apply properties of multiplication to
find a product of one-digit whole numbers. Learning Goal
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with Model multiplication with the factors 1 and 0.
products from 0 to 144, and related division facts.
Language Objective
Mathematical Thinking & Reasoning Standards Students describe in their Math Journal what happens when
● MTR.1.1 Actively participate in effortful learning. you multiply by 0 or 1.
● MTR.3.1 Complete tasks with mathematical fluency.
MATERIALS
● MTR.4.1 Engage in discussions on mathematical thinking. • MathBoard
● MTR.5.1 Use patterns and structure.
● MTR.6.1 Assess reasonableness of solutions.

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.1.AR.1.1 Apply properties of addition ● MA.3.AR.1.1 Apply the distributive ● MA.4.AR.1.1 Solve real-world problems
to find a sum of three or more whole property to multiply a one-digit number involving multiplication and division of
numbers. and two-digit number. Apply properties of whole numbers including problems in
multiplication to find a product of one- which remainders must be interpreted
digit whole numbers. within the context.

ABOUT THE MATH

If Students Ask
How do you multiply with 1 and 0? The Identity Property Present students with several examples comparing the
of Multiplication states that the product of any number Identity Property of Multiplication (e.g., 3 × 1 = 3) with
and 1 is that number. The Zero Property of Multiplication adding one to a number (e.g., 3 + 1 = 4) to help avoid
states that the product of 0 and any number is 0. confusion.
Students explore the patterns of multiplying numbers by Do the same with the Zero Property of Multiplication (any
1 and 0 to understand the concept of the properties. number times 0 is 0) and the Identity Property of Addition
(any number plus 0 is that number). Students need to
compare both properties to understand the difference.

For more professional learning,

165A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 4.7 with the Interactive Student Edition
Subtract.
947 I Can Objective
− 799 I can multiply a number by 0 or 1.
148
Making Connections
Invite students to tell you what they know about
Vocabulary
multiplication.
• Interactive Student Edition
• How can you write the multiplication sentence
• Multilingual Glossary
3 ∙ 2 as an addition sentence? 2 + 2 + 2
• How can you write the multiplication sentence
Vocabulary Builder 2 ∙ 3 as an addition sentence? 3 + 3
Materials vocabulary cards for Identity Property of • What property can you use to write 2 ∙ 3 as
Multiplication and Zero Property of Multiplication 3 ∙ 2? the Commutative Property of
Properties Use the vocabulary cards to help students Multiplication
remember definitions for new and review terms. • How is an array that shows 2 ∙ 3 different from
Ask students to respond to questions or statements such an array that shows 3 ∙ 2? A 2 × 3 array has
as these: 2 rows of 3 objects; a 3 × 2 array has 3 rows of
2 objects.
• What is an example of the Zero Property of
Multiplication? Learning Activity
• Why do you think the property was named the Elya the chicken has 1 nest and 3 eggs. How many
Identity Property of Multiplication? eggs did Elya lay in her nest?
• How is the Identity Property of Multiplication like the What is the problem the students are trying to
Identity Property of Addition? How is it different? solve? Connect the story to the problem. Ask the
following questions:
• What is this problem about? how many eggs
Elya laid in her nest
FOCUSING ON THE WHOLE STUDENT
• What number represents Elya’s nest? 1

Access Prior Knowledge • What number represents the number of eggs

Elya laid? 3
Use i Tools: Number Lines to review skip counting on
a number line. Ask students to skip count by 4s on the
number lines on the MathBoards.
• Start at 0. Skip count by 4s to 16. What numbers do
you land on? 4, 8, 12, 16
• How can you use the number line to show 3 ∙ 4? Start
at 0 and make 3 jumps of 4 to land on 12.
• How can you use the number line to show 3 ∙ 0? Start
at 0 and make 0 jumps.

Chapter 4 • Lesson 7   165B

 CorrectionKey=FL-B

LESSON 4.7 CHAPTER 4

Name Lesson 7
2 Explore
Florida’s B.E.S.T.
Understand the Identity and Zero ● Algebraic Reasoning 3.AR.1.1

Properties of Multiplication ● Number Sense & Operations 3.NSO.2.2

● Mathematical Thinking & Reasoning
MTR.1.1, MTR.3.1, MTR.4.1, MTR.5.1,
MTR.6.1
I Can multiply a number by 0 or 1.
Real
Unlock the Problem World UNLOCK the Problem Real
World
Lead a discussion about why you would use Luke sees 4 birdbaths. Each birdbath has • How many birdbaths are there?
multiplication for this situation. 2 birds in it. What multiplication equation
4 birdbaths
tells how many birds there are?
Help students work through the problem. • How many birds does Luke see in
Draw a quick picture to show the birds in
• How does the multiplication problem the birdbaths. Check students’ drawings.
2 birds
each birdbath? __
change each time 1 bird leaves each
birdbath? Possible answer: the second factor
decreases by 1 each time.

MTR 4.1 Engage in discussions on

mathematical thinking.
• Could you write a multiplication equation 4 ×_
_ 2 =_
8
if 1 bird leaves only 1 of the birdbaths?
One bird flies away from each birdbath. Cross out
Explain. No; I need equal groups to write a 1 bird in each birdbath above. What multiplication
multiplication sentence. equation shows the total number of birds now?
• What multiplication equation shows that _
4 × _
1 = _
4
there are no birds in the birdbaths?

→
4×0=0 birdbaths bird in each total number
birdbath now of birds
MTR 4.1 Engage in discussions on Now cross out another bird in each birdbath.
mathematical thinking. What multiplication equation shows the total Math MTR Engage in discussions on
number of birds in the birdbaths now? Talk 4.1 mathematical thinking.
Math
© Houghton Mifflin Harcourt Publishing Company

What if there were

Use Math Talk to focus on students’ _ × _ = _
Talk
4 0 0 5 birdbaths with 0 birds in
→

→
each of them? What would
understanding of how to apply the birdbaths birds in each total number be the product? Explain.
Zero Property of Multiplication. birdbath now of birds

Possible answer: No birds are in them.

• How do the birdbaths look now? _______________
MTR 6.1 Assess reasonableness of solutions.
Math Talk: Possible answer: The product would still be 0
• Evan multiplied a number by zero and got because there are still no birds in any of the birdbaths.
2 for the product. Does his answer make Go Online For more help Chapter 4 • Lesson 7 165
sense? It does not make sense. If he multiplied the
number by zero, the product would be zero.
3_mflese661030_c04l07.indd 165 04/08/21 9:06 PM

Multilingual Support
STRATEGY: Model Concepts
Students solidify understanding of the Identity Property of
Multiplication and the Zero Property of Multiplication through
drawings.
• Rephrase the definition of each property. Remind students that in
this sense, property means a rule, not something you own.
• Have students draw one circle with five items inside. Point to
the group and the items inside as you model the multiplication
sentence 1 × 5 = 5.
• Now have them draw two circles with no items inside. Point to the
groups as you model the multiplication sentence 2 × 0 = 0.

Go Online
Video Tutorials and
Interactive Examples

165 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Example Example
Jenny has 2 pages of bird stickers. There are
4 stickers on each page. How many stickers
In this example, the number of groups
does she have in all? (pages of stickers), instead of the number in
Think: 2 groups of 4 each group, decreases by 1.
2×4=_
8

8 stickers in all.
So, Jenny has _
MTR 5.1 Use patterns and structure.
Have students discuss the patterns they see in
Suppose Jenny uses 1 page of the stickers.
the problems.
What fact shows how many stickers she has now?
Think: 1 group of 4 • What do you notice about the product of a
_
1 ×_
4 =_
4
number and 1? Possible answer: It is the same as
So, Jenny has _
4 stickers now. the number.
Common Error
Then, Jenny uses the rest of the stickers. What A 0 in a multiplication • What do you notice about the product of a
fact shows how many stickers Jenny has now? equation means number and 0? Possible answer: It is always 0.
0 groups or 0 things
_
0 ×_
4 =_
0 Think: 0 groups of 4 in a group, so the product Have a volunteer read aloud the description
is always 0.
0 stickers now.
So, Jenny has _
of the Identity and Zero Properties of
Multiplication.
• What does each number in 0 × 4 = 0 tell you? • What is the product of 1 and 58? Explain.
The factor 0 tells you there are no pages of stickers. The 4 tells you there were
58; a number times 1 equals itself.
4 stickers on a page. The product 0 tells you there are no stickers. • What is the product of 0 and 75? Explain.
0; a number times 0 equals 0.
1. What pattern do you see when you
The Identity Property of Multiplication • Does multiplying a number by 0 have the
multiply numbers with 1 as a factor?
Think: 1 × 2 = 2 1×3=3 1×4=4
states that the product of any number same effect as adding 0 to a number?
and 1 is that number.
7×1=7 6×1=6
Explain. No; adding 0 to a number gives that
Possible answer: 1 times any number
1×7=7 1×6=6 number. Multiplying by 0 gives 0.
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© Houghton Mifflin Harcourt Publishing Company

is that number.
2. What pattern do you see when you
MTR 1.1 Actively participate in effortful
multiply numbers with 0 as a factor? The Zero Property of Multiplication learning.
states that the product of zero and
Think: 0 × 1 = 0 0×2=0 0×5=0
any number is zero. Guide students to compare multiplication
Possible answer: The product is always 0 0×5=0 0×8=0 with 0 and 1 with addition of 0 and 1.
when 0 is a factor.
5×0=0 8×0=0 Encourage students to use addition and
multiplication properties to explain the
166 Florida’s B.E.S.T. Go Math! Grade 3 similarities and differences.

3_mflese661030_c04l07.indd 166 04/08/21 9:06 PM

Common Errors
Common Errors
Ready for More Visual
Individual
Error Students may write a product other
Materials index cards than zero when multiplying a number by 0.
• Prepare in advance
25 × 0 = 0
True False Example 0∙4∙4
a set of index cards
with true and false 25 × 0 = 0 25 × 0 = 25 Springboard to Learning Draw a number
multiplication line on the board. Ask students to show
equations illustrating the 4 jumps of zero. Students should see that
25 × 0 = 25
Identity and Zero Properties of Multiplication. they don’t move from 0. Then have students
For example, 25 × 0 = 0 is a true statement, and show 0 jumps of 4. Help them see that in
25 × 0 = 25 is a false statement. either situation there is nothing to draw, so
the result of multiplying by 0 is always 0.
• Have students fold a paper in half to form two
columns, labeling one column true and the
other column false.
• Place the cards in a stack face down. Students
choose a card, decide if the multiplication
equation is true or false, and write it in the
appropriate column on their paper.

Chapter 4 • Lesson 7   166

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board

1. What multiplication equation matches

this picture? Find the product.
Math
Share and Show Board ____
1×3=3

Find the product.

MTR 4.1 Engage in discussions on mathematical
2. 5 × 1 = _5 3. 0 × 2 = _
0 4. 4 × 0 = _
0 5. 1 × 6 = _
6
thinking.

Math Use Math Talk to focus on students’

6. 3 × 0 = _
0 7. 1 × 2 = _
2 8. 0 × 6 = _
0 9. 8 × 1 = _
8

Talk understanding of the Identity

Math Talk: Possible explanation: 3 × 1 means 3 groups of
1, which is 3, and 3 + 1 means 3 items and 1 more, which Math MTR Engage in discussions on
Talk
Property of Multiplication. is 4. 4.1 mathematical thinking.
Explain how 3 × 1 and
• Imagine you have 4 carrots and you multiply On Your Own 3 + 1 are different.

your carrots by 1. Will you have more Find the product.

carrots, fewer carrots, or the same number? 10. 3 × 1 = _
3 11. 8 × 0 = _
0 12. 1 × 9 = _
9 13. 0 × 7 = _
0
Why? The same number of carrots, because
multiplying by 1 doesn’t change the other factor. MTR Complete the multiplication equation.
Use the checked problems for Quick Check. 14. 15 × 1 = 15
_ 15. 1 × 28 = _
28 16. 0 × 46 = _
0 17. 36 × 0 = _
0

Students should show their answers for the

Quick Check on the MathBoard. 18. 1 ×5=5
_ 19. 19 × _
0 =0 20. _ × 0 = 0 21. 7 × _
1 =7
Answers will vary.

22. Noah sets out 7 baskets at the 23. Mason and Alexis each have 1 bag of
Farmers’ Market. Each basket marbles. There are 9 marbles in each
holds 1 watermelon. How many bag. How many marbles do they have
Quick Check MTSS RtI watermelons does Noah set out? altogether?
7 watermelons 18 marbles
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

If
If a student misses the checked 24. Each box holds 6 black markers and 4 red markers.
problems Derek has 0 boxes of markers. Write an equation that
shows how many markers Derek has. Explain how you
found your answer.
Then Differentiate Instruction with
0 × 10 = 0; Possible explanation: I added to find the number of markers in each box,
• Reteach 4.7
6 + 4 = 10 markers. Then I multiplied the number of boxes, 0, times 10. Derek has 0 markers.
• Waggle MA.3.NSO.2.2
Chapter 4 • Lesson 7 167

On Your Own 3_mflese661030_c04l07.indd 167 04/08/21 9:07 PM

Meeting Individual Needs

If students complete the checked problems
correctly, they may continue with the On Your DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 4.7 MTSS RtI1 CorrectionKey=FL-A Enrich 4.7
DO NOT EDIT--Changes must be made through “File info”

Own section.
LESSON 4.7 LESSON 4.7
Name Name
Enrich

MTR 3.1 Complete tasks with mathematical

Reteach

fluency. Understand the Identity and Zero

Properties of Multiplication
Three in a Row
Find three facts in a row, column, or diagonally that have

Problems 14–21 Students apply Find the product.

the same product. Circle the facts and write the product.

1 6×1 1×3 3×0 2 5×4 1×5 4×5

multiplication properties to greater numbers. 4×0=■
Model 4 × 0.
1×0 2×3 0×2 1 × 20 5×0 4×2

Each circle contains 0 counters. 2×6 2×1 1×6 4×5 2×5 1×0

MTR 5.1 Use patterns and structure. 4 circles × 0 counters = 0 counters Product = 6 Product = 20

Explain to students that a property is like a

Zero Property of Multiplication
The product of zero and any number is zero. 3 4×2 6×1 3×2 4 10 × 2 4×9 10 × 0

rule. Ask students to write an equation that So, 4 × 0 = 0 and 0 × 4 = 0. 2×4 8×1 1×8 4 × 10 5 × 10 9×0
2×6 4×6 0×6 4×0 2 × 10 0×5
Find the product.
shows the Zero Property using a box to stand
z 6×1=■ Product = 8 Product = 0

for any number. 0 × = 0 Then have them do Model 6 × 1.

Each circle contains 1 star. 5 1 × 10 5 × 10 5×2 6 0 × 16 8×1 2×4

the same for the Identity Property. 6 circles × 1 star = 6 stars

10 × 0
10 × 1
2×5
2 × 10
1×5
2×1
4×8
1 × 16
1×8
4 ×4
8×4
8×2
1× = Identity Property of Multiplication
The product of any number and 1 is that number. Product = 10 Product = 16

So, 6 × 1 = 6 and 1 × 6 = 6.
7 Stretch Your Thinking How are adding 0 and multiplying by 1 alike?
Find the product. Possible explanation: when you multiply by 1, the product is that number;

when you add 0 to a number, the sum is that number.

0
1 9×0=_ 5
2 1×5=_ 0
3 0 × 10 = _ 8
4 8×1=_

Go Online 0
5 0×3=_ 6 7×1= 7
_ 0
7 5×0=_ 2
8 1×2=_

23 23
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Interactive Examples 3_mflean1822132_c04r07.indd 23 7/6/21 2:21 PM 3_mflean1822132_c04e07.indd 23 7/6/21 2:19 PM

167 Florida’s B.E.S.T. Go Math! Grade 3

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Problem Solving · Applications Real

Use the table for 25–27.

World
4 Elaborate
Circus Vehicles
25. At the circus Jon saw 5 unicycles. How
many wheels are on the 5 unicycles? Write Type of
Vehicle
Number of
Wheels Problem Solving Real
World
a multiplication equation.
5 ×_
_ 1 = __
5 wheels
Car 4
Applications
Tricycle 3

26. Julia used multiplication with 1 and the Bicycle 2 MTR 4.1 Engage in discussions on
information in the table. The answer is 3, Unicycle 1 mathematical thinking.
what is the question? Have students read Problem 25 and discuss
Possible question: How many wheels are what they need to know and how they will
on 1 tricycle? represent the situation to solve the problem.

27. Brian saw some circus vehicles. He saw 17 wheels

in all. If 2 of the vehicles are cars, how many vehicles are bicycles on the
Spot
Higher-Order Thinking
and tricycles?
Possible answer: 3 bicycles and 1 tricycle
MTR 1.1 Actively participate in effortful
learning.
28. WRITE Math Write a word problem that uses multiplying Problem 27 Students solve a multistep
with 1 or 0. Show how to solve your problem.
problem that has more than one possible
Possible problem: Kiera gave each of her 8 friends 1 ribbon. answer.
How many ribbons did she give away? 8 × 1 = 8; 8 ribbons
MTR 5.1 Use patterns and structure.
Problem 29 Students demonstrate how well
29. For problems 29a–29d, select True or False for each they understand the concept of multiplying
multiplication equation.
a factor by 0 or 1. Students should recognize
29a. 6 × 0 = 0 ● True ● False that the product of 0 and any number is 0.
29b. 0 × 9 = 9 × 0 ● True ● False
© Houghton Mifflin Harcourt Publishing Company Students who incorrectly choose answer 29d
may not understand that any factor multiplied
29c. 1 × 0 = 1 ● True ● False
by 1 is itself.
29d. 3 × 1 = 3 ● True ● False

168 Florida’s B.E.S.T. Go Math! Grade 3

5 Evaluate Formative
Assessment

3_mflese661030_c04l07.indd 168 04/08/21 9:07 PM

I Can
Have students write a description to explain
DIFFERENTIATED INSTRUCTION • Independent Activities
the I Can statement.
I can multiply a number by 0 or 1 by . . . using
Grab
TM
the Zero and Identity Properties of Multiplication. When
and I multiply a number by 0, the product is 0. When I
Version 2.0 multiply a number by 1, the product is that number.

Differentiated Centers Kit

Math Journal WRITE Math
Tabletop Flipchart Readers One group has 5 people, and each person
has 1 granola bar. Another group has
Mini-lessons for reteaching With Lexile® scores
to targeted small groups 5 people, and each person has 0 granola
bars. Which group has more granola bars?
Explain.
Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 4 • Lesson 7   168

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 4.7
Practice and Homework
• Built-in student supports Understand the Identity and Zero
• Actionable Item Reports Go Online
• Standards Analysis Reports Properties of Multiplication Interactive Examples

Practice and Homework Find the product.

4
1. 1 × 4 = _ 2. 0 × 8 = _
0 3. 0 × 4 = _
0 4. 1 × 6 = _
6
Understand the Identity
and Zero Properties of
5. 3 × 0 = _
0 6. 0 × 9 = _
0 7. 8 × 1 = _
8 8. 1 × 2 = _
2
Multiplication
Use the Practice and Homework pages to
provide students with more practice of the 9. 10 × 1 = _
10 10. 2 × 0 = _
0 11. 5 × 1 = _
5 12. 1 × 0 = _
0

concepts and skills presented in this lesson.

Students master their understanding as they
complete practice items and then challenge 13. 0 × 0 = _
0 14. 1 × 3 = _
3 15. 9 × 0 = _
0 16. 1 × 1 = _
1

their critical thinking skills with Problem

Solving. Use the Write Math section to Problem Solving Real
World
determine students’ understanding of content
for this lesson. Encourage students to use their 17. Peter is in the school play. His teacher 18. There are 4 egg cartons on the table.
gave 1 copy of the play to each of There are 0 eggs in each carton. How
Math Journals to record their answers. 6 students. How many copies of the many eggs are there in all?
play did the teacher hand out?

6 copies 0 eggs
© Houghton Mifflin Harcourt Publishing Company

19. WRITE Math One group has 5 people, and each person
has 1 granola bar. Another group has 5 people, and
each person has 0 granola bars. Which group has more
granola bars? Explain.
The group where each person has 1 granola bar. Possible explanation: The group

where each person had 0 granola bars has 0 granola bars. The group where each

person had 1 bar has a total of 5 granola bars.

Chapter 4 • Lesson 7 169

3_mflese661030_c04p07.indd 169 12/07/21 6:02 PM

PATH TO FLUENCY • Activity

What Operation? • My first number is 7. Possible answer: 3 + 4 = 7

This activity will help students better understand the • The next number is 4. Possible answer: 4 × 1 = 4
effect of operations on whole numbers. • The next number is 12. Possible answer: 4 × 3 = 12
Write the following numbers on the board: • The next number is 0. Possible answer: 4 × 0 = 0
0, 1, 3, 4, 12, 20 • The next number is 20. Possible answer: 1 + 3 + 4 + 12 = 20
Investigate • The last number is 8. Possible answer: 20 − 12 = 8
• Tell students you will say a number and they need to You may wish to continue with similar numbers.
write an equation that has that number as an answer.
Summarize Ask students to explain how they knew
They may only use the numbers on the board. After
whether they had to add, subtract, or multiply to get
each number, ask several students to explain how they
the desired number. They should demonstrate an
decided what equation to write. Their explanations
understanding that there are several ways to get an
should indicate that they understand the result of
answer.
adding or multiplying by
1 or 0.

169 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
20. There are 0 bicycles in each bicycle 21. What is the product? students in previously taught concepts and to
rack. If there are 8 bicycle racks, how promote content retention.
many bicycles are there in the racks? 1 × 0 = ___

0 bicycles 0

Spiral Review
22. Mr. Ellis drove 197 miles on Monday 23. What multiplication equation does
and 168 miles on Tuesday. How the array show?
many miles did he drive?

365 miles 1×6=6

Use the bar graph for 24–25.

24. How many cars were washed on
Friday and Saturday combined? Cars Washed

60
50
Number of Cars

40
80 cars
30
20 © Houghton Mifflin Harcourt Publishing Company

25. How many more cars were washed 10

on Saturday than on Sunday? 0
y y y
da da da
Fri atur Sun
S
Day

15 more cars

170 Florida’s B.E.S.T. Go Math! Grade 3

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Chapter 4 • Lesson 7   170

 DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Cha
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-

CHAPTER

4
Chapter

Chapter 4
Name 4. Paco drew an array to show the number of desks in
his classroom.
Chapter Review Write a multiplication equation for the array.

Review 1. There are 3 boats on the lake. Each boat has 6 people in it. How
many people ride in the boats? Draw circles to model the problem,
and explain how to solve it.

Summative Assessment 3 × 7 = 21 or 7 × 3 = 21
_________

Use the Chapter Review to assess 18

__ people
5. Alondra makes 4 necklaces. She uses 5 beads on each
necklace.
Possible explanations: Students may count the number of
students’ progress in Chapter 4. circles, add 6 + 6 + 6, or multiply 3 × 6. For Problems 5a–5d, choose Yes or No to tell if the
equation could be used to find the number

You may want to review with 2. Nadia has 4 sheets of stickers. There are 8 stickers on each
sheet. She wrote this equation to represent the total number
of beads Alondra uses.
5a. 4×5=■ ● Yes ● No
students the I Can statement for of stickers.
5b. 4+4+4+4=■ ● Yes ● No
4 × 8 = 32
the chapter. What is a related equation that also represents the total number 5c. 5+5+5+5=■ ● Yes ● No
of stickers she has? 5d. 5+4=■ ● Yes ● No
A 8+4=■ 6. John sold 3 baskets of apples at the market. Each basket
B 4+4+4+4=■ contained 9 apples. How many apples did John sell?
Make a bar model to solve the problem.
C 8×8=■
D 8×4=■
3. Lindsay went hiking for two days in Yellowstone National Park. 9 9 9
The first jump on the number line shows how many birds she saw
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

the first day. She saw the same number of birds the next day.
27 apples

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Write the multiplication equation that is shown on the number line.

__
2 × __
8 = __
16

Go Online For more help Chapter 4 171 172 Florida’s B.E.S.T. Go Math! Grade 3

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3_mflese661030_c04r.indd 172 04/08/21 9:16 PM

Online, Data-Driven Decision Making MTSS RtI Waggle

Based on the results of the Chapter Review, use the following
resources to review skills.

Florida’s B.E.S.T.
Item Lesson Content Focus Intervene With
Standards
Model and skip count objects in equal groups to find how many
1, 10, 18B 4.1 there are. ● MA.3.NSO.2.2 Reteach 4.1, Waggle 3.NSO.2.2

Model the Commutative Property of Multiplication and use it to find ● MA.3.AR.1.1

2, 7, 13B 4.6 products. Reteach 4.6, Waggle 3.NSO.2.2
● MA.3.NSO.2.2

3, 9, 14 4.3 Model and skip count on a number line to find how many there are. ● MA.3.NSO.2.2 Reteach 4.3, Waggle 3.NSO.2.2

4, 8, 11, 13A 4.5 Use arrays to model products and factors. ● MA.3.NSO.2.2 Reteach 4.5, Waggle 3.NSO.2.2

Write an addition sentence and a multiplication sentence for a

5, 16, 17, 19 4.2 model. ● MA.3.NSO.2.2 Reteach 4.2, Waggle 3.NSO.2.2

6, 15 4.4 Solve one- and two-step problems using a bar model. ● MA.3.NSO.2.2 Reteach 4.4, Waggle 3.NSO.2.2

● MA.3.AR.1.1
12, 18A 4.7 Model multiplication with the factors 1 and 0. Reteach 4.7, Waggle 3.NSO.2.2
● MA.3.NSO.2.2

171–172 Florida’s B.E.S.T. Go Math! Grade 3

 DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B

Name 11. Jorge displayed 28 cans of paint on a shelf in his store.

7. Select the equations that show the Commutative Property
of Multiplication. Mark all that apply. Paint Paint Paint Paint Paint Paint Paint

A 3×2=2×3
Paint Paint Paint Paint Paint Paint Paint

4×9=4×9
Performance
B

C 5×0=0 Paint Paint Paint Paint Paint Paint Paint

E
6×1=1×6
7 × 2 = 14 × 1
Paint Paint Paint Paint Paint

Select other ways Jorge could arrange the same number of cans.
Paint Paint

Assessment Task
8. A waiter carried 6 baskets with 5 dinner rolls in each
basket. How many dinner rolls did he carry? Show
Mark all that apply.
A D
See the Performance Tasks to
2 rows of 14 8 rows of 3
your work. Check students' work.
B 1 row of 28 E 7 rows of 4
assess students’ understanding of
__
30 dinner rolls
C 6 rows of 5 the content.
12. Choose the number that makes the statement true.
9. Sonya needs 3 equal lengths of wire to make 3 bracelets.
The jump on the number line shows the length of one 0 For each task, you will find
sample student work for each
wire in inches. How many inches of wire will Sonya The product of any number and 1 is zero.
need to make the 3 bracelets? 10

13. James made this array to show that 3 × 5 = 15. of the response levels in the
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 task scoring rubric. Performance
Part A Assessment Tasks may be used for
__
18 inches
James says that 5 × 3 = 15. Is James correct? Draw an array to
explain your answer.
portfolios.
10. Josh has 4 dogs. Each dog gets 2 dog biscuits every day.
How many biscuits will Josh need for all of his dogs for
Saturday and Sunday?
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Yes, James is correct.
Performance Assessment
__
16 biscuits
Part B Tasks may be used for portfolios.
Which number property supports your answer? Explain.
Commutative Property of Multiplication; Possible explanation: The arrays

show that 3 ∙ 5 ∙ 15 and 5 ∙ 3 ∙ 15.

Chapter 4 173 174 Florida’s B.E.S.T. Go Math! Grade 3

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Name 17. Lucy and her mother made tacos. They put 2 tacos on
14. Julio has a collection of coins. He puts the coins in 2 equal each of 7 plates.
groups. There are 6 coins in each group. How many coins Select the equations that show all the tacos
does Julio have? Use the number line to show your work. Lucy and her mother made. Mark all that apply.
A 2 + 2 + 2 + 2 + 2 + 2 + 2 = 14 D 7 + 2 = 14
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 B 2+7=9 E 2 × 7 = 14
__
12 coins C 7 + 7 = 14
15. Landon collects trading cards.
18. Jayson is making 5 sock puppets. He glues 2 buttons on
Part A each puppet for its eyes. He glues 1 pompom on each
Yesterday, Landon sorted his trading cards into 4 groups. puppet for its nose.
Each group had 7 cards. Draw a bar model to show Part A
Landon’s cards. How many cards does he have? Check students’ work.
__
28 trading cards Write the total number of buttons and pompoms he
uses. Write a multiplication equation for each.
Eyes Noses
_
10 buttons _
5 pompoms

Part B 5 ×_
_ 2 =_
10 5 ×_
_ 1 =_
5

Landon buys 3 more packs of trading cards today. Each

Part B
pack has 8 cards. Write a multiplication equation to show
how many cards Landon buys today. Then find how After making 5 puppets, Jayson has 4 buttons and
many cards Landon has now. Show your work. 3 pompoms left. What is the greatest number of puppets
he can make with those items if he wants all his puppets
3 ∙ 8 ∙ 24; 28 ∙ 24 ∙ 52 to look the same? Draw models and use them to explain.
16. Carlos spent 5 minutes working on each of 8 math At most, he can make _
2 more puppets.
problems. He can use 8 × 5 to find the total amount of
Check students’ drawings. Possible explanation: He can
time he spent on the problems.
make 3 puppets with 3 pompoms, but only 2 puppets with
For Problems 16a–16d, choose Yes or No to show which
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

are equal to 8 × 5. 4 buttons, so the greatest number of puppets he can make

16a. 8+5 ● Yes ● No is 2. There will be 1 pompom left.

16b. 5+5+5+5+5 ● Yes ● No

16c. 8+8+8+8+8 ● Yes ● No 19. For 9 × 1 = 9, write the product. Then write the factors.

16d. 5+5+5+5+5+5+5+5 ● Yes ● No Product: 9; Factors: 9, 1

Chapter 4 175 176 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c04r.indd 175 04/08/21 9:16 PM

3_mflese661030_c04r.indd 176 04/08/21 9:16 PM

Chapter 4 173–176
 CHAPTER

4 Chapter Test
Summative Assessment
Use the Chapter Test to assess students’ progress in Chapter 4.
Chapter Tests are found in the Assessment Guide. Test items are presented
in formats consistent with high-stakes assessments.

Chapter 4 Chapter 4 Name

Name
Chapter Test Chapter Test

1 Which equations show the 3 What number is missing from 6 There are 5 tables in the library. There are 4 children sitting at
Commutative Property of this multiplication fact? each table.
Multiplication? Circle the number to correctly
Choose all the correct answers. complete the equation.
A 6 × 0 = 6 0
B 9 × 1 = 9 7 × 1 =7 How many children are sitting at the tables?
C 5 × 2 = 5 + 5 10 20 children
D 7 × 5= 5× 7
E 8 × 1 = 1 × 8 4 Ben drew an array to show the 7 Cecile went fishing for 3 days at a lake. The first jump on the
number of video games he has. number line shows how many fish she caught the first day. Cecile
2 Edith sorts buttons into
caught the same number of fish on each of the next 2 days.
4 groups for her art project.
She puts 6 buttons in each
group. What multiplication equation
0 1 2 3 4 5 6 7 8 9 10 11 12
could Ben write for his array?
Part A
2 × 8 = 16 What multiplication equation can be used to find the number of
Complete the bar model to
help find how many buttons fish Cecile caught on the 3 days?
Edith sorts. 5 Julissa makes 4 bracelets. 3 × 3 = 9
There are 9 charms on each
6 6 6 6 bracelet. Which equations
could be used to find the
number of charms Julissa uses?
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company
Part B Place an X in the table to
How many buttons does Edith show if each equation could
sort? be used.
24 buttons Yes No
4 + 9 =
4 × 9 =
4 + 4 + 4 =
9 + 9 + 9 + 9 =

Grade 3 • Chapter 4 Test 41 42

3_MFLE_AS_1822126_Ch04.indd 41 03/04/21 3:20 PM 3_MFLE_AS_1822126_Ch04.indd 42 03/04/21 3:20 PM

Chapter 4 Chapter 4 Name

Name
Chapter Test Chapter Test

8 LaToya has 4 groups of pennies. There are 3 pennies in each group. 10 Maya buys 3 bags of dried pears. Each bag contains 6 dried pears.
Which equation shows how many pennies LaToya has? Which equations can be used to show all the dried pears Maya buys?
A 4 + 3 = 7 Choose all the correct answers.
B 4 + 4 = 8 A 6 + 3 = 9
C 4 × 3 = 12 B 3 × 6 = 18
D 4 × 4 = 16 C 3 + 3 + 3 = 9
D 6 + 6 + 6 = 18
9 Tyrone uses 3 markers to measure the length of a rope. Each marker E 3 + 3 + 3 + 3 + 3 + 3 = 18
is 5 inches long. Tyrone made this number line to find the length of
the rope.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

How many inches long is the rope?

Write a multiplication equation to model the problem and solve.
3 × 5 = 15

15 inches
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company

Grade 3 • Chapter 4 Test 43 44

3_MFLE_AS_1822126_Ch04.indd 43 03/04/21 3:20 PM 3_MFLE_AS_1822126_Ch04.indd 44 03/04/21 3:20 PM

176A Florida’s B.E.S.T. Go Math! Grade 3

Teacher Notes

Chapter 4 Test 176B

CHAPTER
5 Chapter at a Glance
Multiplication Facts and Strategies

LESSON 5.1 • 1 Day LESSON 5.2 • 1 Day LESSON 5.3 • 1 Day

Lesson at Multiply with 2 Multiply with 5 Multiply with 3

a Glance and 4 . . . . . . . . . . . . . 179A and 10 . . . . . . . . . . . . 185A and 6 . . . . . . . . . . . . . 191A

Florida’s B.E.S.T. ● 3.NSO.2.2 ● 3.NSO.2.4 ● 3.NSO.2.2 ● 3.NSO.2.4 ● 3.NSO.2.2 ● 3.NSO.2.4

I can multiply with 2 and 4. I can multiply with 5 and 10. I can multiply with 3 and 6.
I Can

Learning Goal Draw a picture, count by 2s, or use Use skip counting, a number line, or a Draw a picture, use 5s facts and addition,
doubles to multiply with the factors 2 bar model to multiply with the factors doubles, or a multiplication table to
and 4. 5 and 10. multiply with the factors 3 and 6.

Vocabulary multiple

Multilingual Strategy: Illustrate Understanding Strategy: Elicit Prior Knowledge Strategy: Develop Meanings
Support

LESSON 5.1 LESSON 5.2 LESSON 5.3

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.2.4 ■ ■ Waggle MA.3.NSO.2.4 ■ ■ Waggle MA.3.NSO.2.4
Fluency

  
■ Waggle MA.3.NSO.2.4   
■ Waggle MA.3.NSO.2.4   
■ Waggle MA.3.NSO.2.4

MTSS RtI ◆ ■ Reteach 5.1 ◆ ■ Reteach 5.2 ◆ ■ Reteach 5.3

Intervention ◆ ■ Tier 2 Intervention Skill S57 ◆ ■ Tier 2 Intervention Skill S55/S56 ◆ ■ Tier 2 Intervention Skill S62
and ◆ ■ Tier 3 Intervention Skill E57 ◆ ■ Tier 3 Intervention Skill E55/E56 ◆ ■ Tier 3 Intervention Skill E62
Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart
◆ ■ Enrich 5.1 ◆ ■ Enrich 5.2 ◆ ■ Enrich 5.3

See the Grab-and-Go!™ Centers Kit for more small-group activities.

Grab
TM

and
Version 2.0
Florida’s B.E.S.T. Strands
Differentiated Centers Kit
● Algebraic Reasoning (AR) ● Data Analysis & Probability (DP)
The kit provides literature, games, and ● Fractions (FR) ● Geometric Reasoning (GR)
activities for small-group learning. ● Measurement (M) ● Number Sense & Operations (NSO)

◆ Print/Printable Resource
■ Interactive Resource
177A Florida’s B.E.S.T. Go Math! Grade 3
 Chapter Pacing Chart
Introduction Instruction Assessment Total

1 day 10 days 2 days 13 days

LESSON 5.4 • 1 Day LESSON 5.5 • 1 Day LESSON 5.6 • 1 Day

Lesson at Understand the Multiply with 7 . . . . . 203A Understand the

a Glance Distributive Associative Property
Property . . . . . . . . . . . 197A of Multiplication . . . . 209A
Florida’s B.E.S.T. ● 3.AR.1.1 ● 3.NSO.2.2 ● 3.NSO.2.4 ● 3.AR.1.1 ● 3.NSO.2.2 ● 3.AR.1.1
● 3.NSO.2.4 ● 3.NSO.2.2

I can use the Distributive Property to find I can use multiple strategies to multiply I can use the Associative Property of
I Can products. with 7. Multiplication to find products.

Learning Goal Use the Distributive Property to find Use the Commutative or Distributive Use the Associative Property of
products by breaking apart arrays. Property or known facts to multiply with Multiplication to multiply with three
the factor 7. factors.

Vocabulary Distributive Property Associative Property of Multiplication

Multilingual Strategy: Rephrase Strategy: Model Concept Strategy: Illustrate Understanding

Support

LESSON 5.4 LESSON 5.5 LESSON 5.6

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.AR.1.1 ■ ■ Waggle MA.3.NSO.2.2 ■ ■ Waggle MA.3.AR.1.1
Fluency

■ Waggle MA.3.AR.1.1 ■ Waggle MA.3.NSO.2.2 ■ Waggle MA.3.AR.1.1

MTSS RtI ◆ ■ Reteach 5.4 ◆ ■ Reteach 5.5 ◆ ■ Reteach 5.6
◆ ■ Tier 2 Intervention Skill S68
Intervention ◆ ■ Tier 2 Intervention Skill S69 ◆ ■ Tier 2 Intervention Skill S70
Tier 3 Intervention Skill E68
and ◆ ■ Tier 3 Intervention Skill E69 ◆ ■ Tier 3 Intervention Skill E70 ◆ ■

Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart

◆ ■ Enrich 5.4 ◆ ■ Enrich 5.5 ◆ ■ Enrich 5.6

For individual and class practice with counting automaticity and operational fluency,
go to Achieving Facts Fluency pages located online.

Chapter Games and Activities

■ Waggle Interactive Games ◆ Game and Activity Cards
■ Poggles ◆ Project Cards

◆ Print/Printable Resource
Interactive Resource
■
Chapter 5   177B
CHAPTER
5 Chapter at a Glance
Multiplication Facts and Strategies

LESSON 5.7 • 1 Day LESSON 5.8 • 1 Day LESSON 5.9 • 1 Day

Lesson at Patterns on the Multiply with 8 . . . . . 221A Multiply with 9 . . . . . 227A

a Glance Multiplication
Table . . . . . . . . . . . . . 215A
Florida’s B.E.S.T. ● 3.NSO.2.2 ● 3.AR.3.1 ● 3.NSO.2.4 ● 3.AR.1.1 ● 3.NSO.2.2 ● 3.NSO.2.4 ● 3.AR.1.1 ● 3.NSO.2.2
● 3.AR.3.3 ● 3.AR.1.1

I can use properties to explain patterns on I can use multiple strategies to multiply I can use multiple strategies to multiply
I Can the multiplication table. with 8. with 9.

Learning Goal Identify and explain patterns on the Use doubles, a number line, or the Use the Distributive Property with addition
multiplication table. Associative Property of Multiplication to or subtraction or patterns to multiply with
multiply with the factor 8. the factor 9.

Vocabulary

Multilingual Strategy: Model Language Strategy: Illustrate Understanding Strategy: Illustrate Understanding
Support

LESSON 5.7 LESSON 5.8 LESSON 5.9

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.AR.3.3 ■ ■ Waggle MA.3.NSO.2.4 ■ ■ Waggle MA.3.NSO.2.2
Fluency

■ Waggle MA.3.AR.3.3 ■ Waggle MA.3.NSO.2.4 ■ Waggle MA.3.NSO.2.2

MTSS RtI ◆ ■ Reteach 5.7 ◆ ■ Reteach 5.8 ◆ ■ Reteach 5.9

Intervention ◆ ■ Tier 2 Intervention Skill S65 ◆ ■ Tier 2 Intervention Skill S70 ◆ ■ Tier 2 Intervention Skill S70
and ◆ ■ Tier 3 Intervention Skill E65 ◆ ■ Tier 3 Intervention Skill E70 ◆ ■ Tier 3 Intervention Skill E70
Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart
◆ ■ Enrich 5.7 ◆ ■ Enrich 5.8 ◆ ■ Enrich 5.9

See the Grab-and-Go!™ Centers Kit for more small-group activities.

Grab
TM

and
Version 2.0
Florida’s B.E.S.T. Strands
Differentiated Centers Kit
● Algebraic Reasoning (AR) ● Data Analysis & Probability (DP)
The kit provides literature, games, and ● Fractions (FR) ● Geometric Reasoning (GR)
activities for small-group learning. ● Measurement (M) ● Number Sense & Operations (NSO)

◆ Print/Printable Resource
■ Interactive Resource
177C Florida’s B.E.S.T. Go Math! Grade 3
 LESSON 5.10 • 1 Day

Lesson at Multiply with 11

a Glance and 12 . . . . . . . . . . . . 233A

Florida’s B.E.S.T. ● 3.NSO.2.4 ● 3.AR.1.1 ● 3.NSO.2.2

I can use multiple strategies to multiply

I Can with 11 and 12.

Learning Goal Use the Distributive Property with addition

or subtraction or patterns to multiply with
the factor 11 or 12.
Consider the active and
Vocabulary participatory communication
styles of linguistically diverse
children and how
Multilingual Strategy: Develop Meaning
Support they engage
in Math Talk.

LESSON 5.10
Practice ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.2.2
Fluency

SUPPORTING ALL LEARNERS

■ Waggle MA.3.NSO.2.2

Image Credit: © HMH

MTSS RtI ◆ ■ Reteach 5.10 Embrace and honor the linguistic
diversity of children by engaging
Intervention ◆ ■ Tier 2 Intervention Skill S70 them in relevant mathematics tasks
with multiple paths for success.
and ◆ ■ Tier 3 Intervention Skill E70
Enrichment ◆ ■ Enrich 5.10

Chapter Games and Activities

■ Waggle Interactive Games ◆ Game and Activity Cards
■ Poggles ◆ Project Cards

◆ Print/Printable Resource
Interactive Resource
■
Chapter 5   177D
CHAPTER
5 Teaching for Depth
Multiplication Facts and
Strategies

Contexts for Multiplication Properties for Multiplication

The contexts in which multiplication is explored The Associative and Distributive Properties help
support students’ development of varied strategies students build fluency with multiplication by using
for determining products for multiplication facts. facts they know to find unknown products.
• W
 hen students are given a number of equal groups • The Associative
and the number of objects in each group, they may Property allows
multiply or use repeated addition to find the total students to change (4 × 4) × 2 = 4 × (4 × 2)
number of objects in all the groups. the grouping of 16 × 2 = 4 × 8
factors presented.
• A
 rrays are similar to equal groups. Students
determine the total number of objects given the • The Distributive
number of rows and the number of objects in Property allows
each row. students to break
8× 7
apart facts they don’t
know into known
8 × (3 + 4)
Strategies for Multiplication facts.
(8 × 3) + (8 × 4)
24 + 32
Students develop strategies for multiplying one-digit
factors when they explore ways to derive unknown
facts from known facts. Such strategies assist in the
process of memorizing facts. Consider 6 × 7.
Mathematical Thinking and Reasoning
• S tudents who know the product of 3 × 7 might
choose to double 21 to get 42 to determine the 5.1 Use patterns and structure.
product of 6 × 7. Students see structure as they identify patterns in
• S tudents who can skip count by fives quickly may a multiplication table. They also explore patterns
choose to find the product of 6 × 7 by finding through applying multiplication strategies, such as
the product of 5 × 7 and then adding another if one of the factors in a multiplication problem is
group of 7. doubled, the product is doubled.

• A
 worthwhile activity is to ask students to
generate different strategies for finding the
product of similar problems and then have
students choose the strategy they prefer to solve
the problem.

From the Research

“Ifthey
students over-practice procedures before
understand them, they have more
difficulty making sense of them later.
(Hiebert, 1999, p. 15)
”
For more professional learning, go
online to Teacher’s Corner.

177E Florida’s B.E.S.T. Go Math! Grade 3

Instructional Journey
While every classroom may look a little different, this instructional model provides a
framework to organize small-group and whole-group learning for meaningful student learning.

Whole Group Small and Whole Group Small Group Whole Group
Engage Explore Explain Elaborate
5 minutes 15–20 minutes 15–20 minutes 5 minutes
Readiness Exploration Quick Check • Math on the Spot Videos
• Problem of the Day • Investigate, Unlock the Problem Share and Show • Higher-Order Thinking Problems
• Fluency Builder or • Multilingual Support and
Vocabulary Builder Strategy Differentiated Instruction
• Access Prior Knowledge • Common Errors Grab Evaluate
TM

and
Version 2.0
Engagement
• I Can Intervention • I Can Reflection
• Making Connections • Waggle
• Math Journal
• Learning Activity • Reteach
• Practice and Homework
• Tier 2 and Tier 3 MTSS
• Fluency Practice
• Waggle
Language Support
• Mathematical Thinking &
• Vocabulary Activities
Reasoning Standards Rubric
• Language Routines
• Multilingual Glossary

Enrichment
• Waggle Games
• Ready for More
• Enrich

Assessment
Diagnostic Formative Summative
• Show What You Know • Lesson Quick Check • Chapter Review
• FSA Test Prep • Chapter Test
• Performance Assessment Task

Grab
TM

and
Version 2.0
Differentiated Centers Kit
The kit provides literature, games, and
activities for small-group learning.
Chapter 5   177F
CHAPTER 5 Strategies for
Multilingual Learners
Assessing your student’s understanding of mathematical concepts can be done by listening,
speaking, reading, and writing. The level of support a student needs determines how best
to assess that student’s understanding of mathematical concepts, and will help meet the
needs of all your students.

Planning for Instruction

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Student’s Use of • uses single words • uses single words • uses a variety of
Language sentences
• uses common short • uses some academic
phrases vocabulary • uses academic vocabulary
• heavily relies on visual • relies on visual supports • benefits from
supports and use of and use of manipulatives visual supports and
manipulatives manipulatives

Ways to Assess Listening: points to Listening: matches, Listening: draws

Understanding pictures, words, or phrases categorizes, or sequences conclusions and makes
to answer questions information based on connections based on
visuals what they heard
Speaking: answers yes/no
questions Speaking: begins to Speaking: explains and
explain reasoning, asks justifies concepts and
Reading: matches symbols
math questions, repeats solutions
to math terms and
explanations from peers
concepts Reading: understands
Reading: identifies information in math
Writing: draws a visual
important information to contexts
representation of a
solve a problem
problem Writing: completes
Writing: uses simple sentences using some
sentences and visual academic vocabulary
representations

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

• Look for strategies throughout the lesson to

support multilingual learners.
• Log on to ED to find additional multilingual
activities and Vocabulary Cards.

177G Florida’s B.E.S.T. Go Math! Grade 3

In This Chapter

Key Academic Vocabulary

Current Development • Vocabulary

Associative Property of Multiplication, Distributive Property, multiple

Using Language Routines to Develop Understanding

Language routines provide opportunities for students to develop an understanding of
mathematical language and concepts by listening, speaking, reading, and writing. More
information on these language routines can be found on the Language Support Cards.
Compare and Connect
Students share their work with a partner to compare and contrast their strategies.

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Language Routine Students will point out Students would rely on Students would be able
Differentiation similarities and differences visual representations to use some academic
on visual representations. to inform their simple- vocabulary to compare
They may use short phrases sentence discussions as and contrast their
to verbally compare and they compare and contrast strategies with a partner
contrast their strategies. their strategies. or small group.

Possible Ask: What is 4 × 8? Show 4 × 8 = 32

Student Work it with counters. 8 × 4 = 32
Say: Use the counters to Say: Compare. How are
4 × 8 = 32 make another equation they the same?
that shows 32.
Student. They use the
Say: Compare. How are same factors. They both
they the same? equal 32.
Student. They both show Say: Compare. How are
8 × 4 = 32 equal groups. they different?
Say: Compare. Are they Say: Compare. How are Student: The factors are
the same? they different? in a different order.
Student: Yes. They both Student: The number of Say: Write companion
equal 32. counters in the groups are equations.
Say: Compare. Are they different.
Say: Compare. How did
different? Say: Write the equations. you know what to write?
Student: Yes. The groups
have different counters.

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

Chapter 5   177H

 CorrectionKey=FL-B

CHAPTER

5
Chapter Name

5 Multiplication Facts
Assessing Prior Knowledge and Strategies
Use Show What You Know to determine
if students need intensive or strategic Show Wha t You K now
intervention.
Doubles and Doubles Plus One Write the doubles and
doubles plus one facts.
Real
MATH in the World 1.

4 +_
_ 4 =_
8 4 +_
_ 5 =_
9
Students decipher clues using math
vocabulary knowledge and fact skills. 2.
Review with students the terms sum and
product before they start the activity. 2 +_
_ 2 =_
4 2 +_
_ 3 =_
5

Ask: Equal Groups Complete.

• Can 15 be the answer to the first clue? 3. 4.
Explain. No; 15 is not the product
of 3 and 4.
_
4 groups of _
3 _
5 groups of _
2
• How can you double 12? I can think
_
12 in all _
10 in all
12 + 12 = 24.

• Which number marks the location Real

where the time capsule is buried? 43 MATH in the World
© Houghton Mifflin Harcourt Publishing Company

Stephen needs to use these clues to find a buried time capsule.

• Start with a number that is the product of 3 and 4.
• Double the product and go to that number.
• Add 2 tens and find the number that is 1 less than the sum.
Help Stephen find the time capsule. At what number is the
time capsule buried? _ 43

Chapter 5 177

3_mflese661030_c05o.indd 177 16/08/21 9:27 PM

Show What You Know • Diagnostic Assessment

Use to determine if students need intervention for the chapter’s prerequisite skills.

If YES...then use
If NO...then
Were students successful with INTERVENE
INTERVENE
INDEPENDENT
Show What You Know? ACTIVITIES

Missed More Florida’s B.E.S.T.

Skill Intervene With
Than Standards
Grab
TM

and
Doubles and Version 2.0
TIER 3 Intensive Intervention:
Doubles Plus 1 MA.2.AR.3.1
One
Skill E25 Differentiated Centers Kit
Use the Reteach or Enrich
Activities online or
independent activities in
TIER 2 Equal Groups 0 MA.2.AR.3.2
Strategic Intervention the Grab-and-Go 2.0™
Skill S59 Differentiated Centers Kit.

177 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Vo cab u la r y B u i l d e r Go Online For more help

Vocabulary Builder
Visualize It Connect to Vocabulary
Complete the tree map by using the words with a ✓. Have students complete the activities on this
Review Words
✓ arrays page by working alone or with partners.
Multiplication Properties ✓ Commutative
Property of Visualize It
Multiplication A tree map helps to classify words. Start with
even
Identity Associative Commutative
✓ factors
the main idea, Multiplication Properties.
Property of Property of Property of The example in the box to the left shows
✓ Identity Property
Multiplication Multiplication Multiplication
of Multiplication the Identity Property. In the middle box, the
1 × 4 = 4 (4 × 2) × 3 = 3×2=2×3 odd
4 × (2 × 3) •• ••• ✓ product
example shows the Associative Property, and
•• •••
•• Preview Words the example in the box to the right shows the
✓ Associative Property Commutative Property.
factors product of Multiplication
arrays
Distributive Property Understand Vocabulary
of Multiplication
Students can enhance their understanding of
key chapter vocabulary through the use of the
Vocabulary Cards. Have students cut out the
Understand Vocabulary
Complete the sentences by using the preview words.
cards and create their own deck of terms. You
can use these cards to reinforce knowledge
1. The ___
Associative Property of Multiplication states and reading across the content areas.
that when the grouping of factors is changed, the
product is the same.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©HMH

multiple
2. A ___ of 5 is any product that has
5 as one of its factors.

Distributive
3. The ___ Property states that multiplying
a sum by a number is the same as multiplying each
addend by the number and then adding the products.
Example: 2 × 8 = 2 × (4 + 4)
2 × 8 = (2 × 4) + (2 × 4)
2×8=8+8
2 × 8 = 16

School-Home Letter is available in

178 Florida’s B.E.S.T. Go Math! Grade 3
English and Spanish online, and in
multiple other languages.
.

3_mflese661030_c05o.indd 178 16/08/21 9:27 PM

Intervention Options MTSS RtI Response to Intervention

Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels.

TIER 1 TIER 2 TIER 3 ENRICHMENT

On-Level Intervention Strategic Intervention Intensive Intervention Independent Activities
For students who are generally For students who need small For students who need For students who successfully
at grade level but need early group instruction to review one-on-one instruction to complete lessons, use:
intervention with the lesson concepts and skills needed for build foundational skills for
• Waggle Practice and Games
concepts, use: the chapter, use: the chapter, use:

Grab
TM

and
• Reteach Prerequisite Skills Activities Prerequisite Skills Activities
3 3
2 2

Version 2.0
1 1

• Waggle Tier 2 Activity Tier 3 Activity

3 3

Differentiated Centers Kit

2 2
1 1

Tier 1 Activity
3

• Ready for More Activity for

2
1

every lesson

• Enrich

Chapter 5   178

LESSON
5.1 Lesson at a Glance
Multiply with 2 and 4

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with I can multiply with 2 and 4.
products from 0 to 144, and related division facts.
● MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide Learning Goal
using related facts with procedural reliability. Draw a picture, count by 2s, or use doubles to multiply with
the factors 2 and 4.
Mathematical Thinking & Reasoning Standards
● MTR.2.1 Demonstrate understanding in multiple ways. Language Objective
● MTR.4.1 Engage in discussions on mathematical thinking. Students discuss how to explain to a new student how to
● MTR.5.1 Use patterns and structure. multiply with 2 and 4.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.3.NSO.2.1 Add and subtract ● MA.3.NSO.2.4 Multiply two whole ● MA.4.NSO.2.1 Recall multiplication facts
multi-digit whole numbers including using numbers from 0 to 12 and divide using with factors up to 12 and related division
a standard algorithm with procedural related facts with procedural reliability. facts with automaticity.
fluency.

ABOUT THE MATH

Teaching for Depth
In this lesson, students explore the relationship of doubles For example, to multiply 4 ∙ 6, students can multiply
and multiplying by 2. For example, 2 ∙ 5 is the same 2 ∙ 6 ∙ 12 and then double that product: 12 ∙ 12 ∙ 24.
as doubling 5, where 5 ∙ 5 ∙ 10. Students can use this So, 4 ∙ 6 ∙ 24.
strategy to multiply greater numbers by 2.
The goal is to understand multiplication with 2 and 4 and
Then students expand the concept to multiplying by 4. make it flexible and fast. This is accomplished through
They learn that multiplying by 2 and then doubling the visual representations, exploring strategies, and solving
product has the same result as multiplying by 4. problems in context.

For more professional learning,

179A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 5.1 with the Interactive Student
Leslie has 960 tickets. She uses 475 tickets to get a puzzle. Edition
How many tickets does she have left?

485 tickets I Can Objective

I can multiply with 2 and 4.

Vocabulary Making Connections

• Interactive Student Edition Invite students to tell you what they know about
• Multilingual Glossary acorns.
• What is an acorn? A nut, a seed for an oak tree.
Fluency Builder • How do birds, like crows, gather acorns? They
Mental Math Write the following doubles facts on the use their beaks and their feet.
board. Have students complete the facts as quickly as they • What do crows do with acorns? They eat them.
can. Have students work in pairs or small groups to check
their answers. Learning Activity
2∙2∙4 9 ∙ 9 ∙ 18 Tell a story about gathering 4 acorns each weekday
for a week. How many acorns do you gather in all?
4∙4∙8 3∙3∙6
• How many acorns are gathered each day? 4
7 ∙ 7 ∙ 14 6 ∙ 6 ∙ 12
• Do you gather the same number every day? yes
8 ∙ 8 ∙ 16 5 ∙ 5 ∙ 10
• How many days did you gather acorns in all? 5
10 ∙ 10 ∙ 20 1∙1∙2
• You gathered the same number every day.
What operation can you use to combine equal
groups? multiplication
FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Help students recall and discuss the difference between
addition and multiplication. Draw on the board pictures
of equal and unequal groups.
Have students tell whether addition and/or
multiplication can be used to find each total. Reinforce
the idea that in order to use multiplication, the groups
must be equal.

2×2=4 2+1=3

Chapter 5 • Lesson 1   179B

 CorrectionKey=FL-B

LESSON 5.1 CHAPTER 5

Name Lesson 1
2 Explore
Florida’s B.E.S.T.
Multiply with 2 and 4 ● Number Sense & Operations 3.NSO.2.2,
3.NSO.2.4
I Can multiply with 2 and 4. ● Mathematical Thinking & Reasoning
MTR.2.1, MTR.4.1, MTR.5.1

Real UNLOCK the Problem Real

Unlock the Problem World World
Two students are in a play. Each
After students read the problem, discuss of the students has 3 costumes. • What does the word “each” tell you?
why they would use multiplication to solve How many costumes do they
Both of the students have 3 costumes.
this problem. They should indicate that have in all?
• How can you find the number of costumes the
multiplication is faster than addition to find Multiplying when there are two 2 students have?
the total of equal groups. equal groups is like adding doubles. Add 3 + 3 or multiply 2 × 3.
This problem uses different representations— Find 2 × 3.
drawings of equal groups and repeated
MODEL THINK RECORD
addition.
Draw counters to show the 2 groups of 3 2 × 3 = 6
Review the terms factor and product. costumes. Check students’ drawings.

➞
3+3

➞
MTR 5.1 Use patterns and structure. 6 how how many how
many in each many
• Why is the first factor in the multiplication groups group in all
equation 2? Possible answer: The first factor tells the
number of equal groups. There are 2 equal groups.
• Why can you use multiplication to find the
So, the 2 students have _
6 costumes in all.
total? because there are equal groups being combined
MTR 2.1 Demonstrate understanding in Try This!
multiple ways. 2×1=1+1=2 2 × ____
6 = 6 + ____
6 = ____
12

• How can you use multiplication to show 5 2×2=2+2=4 2 × ____

7 = 7 + ____
7 = ____
14

equal groups of 2 counters each? 5 × 2

© Houghton Mifflin Harcourt Publishing Company

2 × ____
3 = 3 + ____
3 =6 2 × ____
8 = 8 + ____
8 = ____
16

Try This! 2 × ____

4 = 4 + ____
4 =8 2 × ____
9 = 9 + ____
9 = ____
18

Work with students through the steps to show 2 × ____

5 = 5 + ____
5 = ____
10 Math MTR Engage in discussions on
using doubles is the same as multiplying with 2. Talk 4.1 mathematical thinking.
Math Talk: Possible answer: When you
What do you notice about
MTR 4.1 Engage in discussions on multiply by 2, the product is always an even
number.
the product when you
multiply by 2?
mathematical thinking.
Go Online For more help Chapter 5 • Lesson 1 179
Math Use Math Talk to explore the fact
Talk that the product is always even 3_mflese661030_c05l01.indd 179 29/07/21 11:16 PM

when multiplying by 2.

Multilingual Support
STRATEGY: Illustrate Understanding
Read the problem and then break apart the information and restate
it in steps: Each of the 2 students has 3 costumes.
• Have students draw to show their understanding as you break
apart and restate the problem.
• There are 2 students. Students draw 2 stick figures.
• Each student has 3 costumes. Students draw 3 costumes under each stick
figure.

• Point to the first figure in a drawing. How many costumes does

this student have? 3 How do you know he has 3 costumes?
• How could you write this as a multiplication equation using
numbers? ____ ____ = ____

179 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Count by 2s.
When there are 2 in each group, you can count
In this method, students learn they can count
by 2s to find how many there are in all. by 2s to solve multiplication equations with 2.
There are 4 students with 2 costumes each. • How do you know which number tells how
How many costumes do they have in all? many jumps on the number line? Possible
Skip count by drawing the jumps on the number line.
answer: Since there are 4 students, I would have 4
jumps on the number line.
• How can you use doubles to find 2 ∙ 14?
0 1 2 3 4 5 6 7 8 9 10 I can add 14 + 14, so 2 × 14 = 28.

8 costumes
So, the 4 students have _______________ in all. Example
• How can you decide whether to count by 2s or double? • Why is multiplying by 4 the same as
Count by 2s when there are groups of 2, and double when there are 2 groups with equal
multiplying by 2 and doubling the product?
_________________________________________________________________________
numbers. Possible answer: When you double 2, you get 4. So
Example Use doubles to find 4 ∙ 5. doubling a product of 2 and another factor is the same
as multiplying the other factor by 4.
When you multiply with 4, you can multiply
with 2 and then double the product. • How can you use a 2s fact to find 4 ∙ 6?
Possible answer: I can find 2 × 6 and then double 12;
MULTIPLY WITH 2 DOUBLE THE PRODUCT
12 + 12 = 24.
4×5 2 × 5 = 10 10 + 10 = 20

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©InsideCreativeHouse/Adobe Stock

3 Explain
So, 4 × 5 = ____.
20

Math
Share and Show Math
Board Share and Show Board

© Houghton Mifflin Harcourt Publishing Company

1. Double 2 × 7 to find 4 × 7. The first problem connects to the learning
model. Have students use the MathBoard to
Multiply with 2. 2 × 7 = ____
14
Math MTR Engage in discussions on
explain their thinking.
Double the product. 14 + 14 = ____
28 Talk 4.1 mathematical thinking.
Explain how knowing
MTR 4.1 Engage in discussions on mathematical
So, 4 × 7 = ____. Math Talk: Possible explanation: If you
28
know that 2 ∙ 8 ∙ 16, you can double
the product for 2 × 8 thinking.
helps you find the
16 to find the product of 4 and 8; product for 4 × 8.

Math
16 ∙ 16 ∙ 32, so 4 ∙ 8 ∙ 32.
180 Florida’s B.E.S.T. Go Math! Grade 3 Use Math Talk to focus on
Talk students’ understanding that
doubling the product of 2 × 8 is another way
3_mflese661030_c05l01.indd 180 29/07/21 10:24 PM
to find the product of 4 × 8.
• Explain how to use doubles to find the
Ready for More Logical / Mathematical
Partners product of 4 and 6. Possible answer: You could
find the product of 2 × 6 and double it to find the
Materials Digit Cards (see eTeacher Resources) product of 4 × 6;
Common Errors
• Have students shuffle a set of cards (1–9) and 2 × 6 = 12, 12 + 12 = 24, so 4 × 6 = 24.
place them facedown in a pile.
• One partner selects a card, keeping it hidden, Common Errors
and then mentally finds the product of that
number and 2 and says the product aloud. Error Students may not pay attention to the
• The other partner multiplication sign and add instead of multiply.
names the number
6 8 5
Example 6×2=8
that was multiplied 1
Springboard to Learning Have students
by 2 to get the given
circle the operation sign before they begin to
product. 4 2
compute a set of exercises or work with an
• Partners reverse 7 3
9 addition or multiplication table.
roles and repeat the
activity until all the
cards have been used.
• Then have partners repeat the activity with 4 as
the factor.
Chapter 5 • Lesson 1   180
 CorrectionKey=FL-B

Name

Use the checked problems for Quick Check. Write a multiplication equation for the model.
Students should show their answers for 2. 3.
the Quick Check on the MathBoard.

2 × ____
____ 2 = ____
4 3 × ____
____ 4 = ____
12

Quick MTSS RtI

Quick Check
Check MTSS RtI Find the product.
4. 6 5. 9 6. 2 7. 8 ˇ 8. 5
If ×2
_ ×4
_ ×
_ 7 ×4
_ ×2
_
If a student misses the checked 12 36 14 32 10
problems
On Your Own
Then Differentiate Instruction with Find the product. Use your MathBoard.
• Reteach 5.1 9. 10 10. 2 11. 4 12. 7 13. 2
• Waggle MA.3.NSO.2.4 ×
_ 4 ×
_ 9 ×
_ 6 ×
_ 2 ×
_ 0
40 18 24 14 0

14. 4 15. 2 16. 4 17. 10 18. 4

×
_ 3 ×
_ 8 ×
_ 4 ×
_ 2 ×
_ 5
12 16 16 20 20

4 Elaborate MTR Complete the table for the factors 2 and 4.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©InsideCreativeHouse/Adobe Stock

× 1 2 3 4 5 6 7 8 9 10

19. 2 2 4 6 8 10 12 14 16 18 20

On Your Own
20. 4 4 8 12 16 20 24 28 32 36 40

MTR 5.1 Use patterns and structure.

MTR Write the unknown number.
Remind students that the multiplication table
© Houghton Mifflin Harcourt Publishing Company

for Problems 19 and 20 looks like the addition 21. 4 × 8 = 16 + ____

16 22. 20 = 2 × ____
10 23. 8 × 2 = 10 + ____
6

tables they have used to find sums. Review the 24. Veera, Louis, Kanoa, and Bodhi each bring 5 guests to the
rows and columns and discuss how to use the school play. How many guests in all did they bring to the on the
Spot
table to multiply and write a product. school play? Explain.
20 guests; Possible explanation: 4 × 5 = 20; 4 groups of 5 is 20.
• How do you find where to write the
product for 2 and 7? Possible answer: follow
across the row for 2 and down the column for 7. I write
Chapter 5 • Lesson 1 181
the product in the box where the row and column
meet.

MTR 5.1 Use patterns and structure. 3_mflese661030_c05l01.indd 181 29/07/21 10:24 PM

Meeting Individual Needs

Problems 21–23 Students need to find an
unknown number. Remind students that the DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A Reteach 5.1 MTSS RtI1 Enrich 5.1
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A

expression on each side of the equal sign must

have the same value. Have students find each
LESSON 5.1 LESSON 5.1
Name Name
Reteach Enrich

value to check their answers. Multiply with 2 and 4 What’s My Number?

You can skip count to help you find a product. Solve each riddle.
Find the product. 4 × 3 1 I am a factor of 12. The other 2 I am a factor of 12. The other

Higher-Order Thinking Step 1 Use cubes to model 4 groups of 3.

Step 2 Skip count by 3s four times to find how many in all.
factor is 3. What number am I?
4
factor is 2. What number am I?
6

MTR 2.1 Demonstrate understanding in 3 I am a product. One of my factors

is 2. The other factor is 1 greater
4 I am a product. One of my factors
is 7. The sum of my factors equals

multiple ways.
than 4. What number am I? 11. What number am I?
3, 6, 9, 12 10 28

Have students connect what they know about 4 groups of 3 is equal to 12.

So, 4 × 3 = 12.
5 I am a factor of 28. The other
factor is 4. What number am I?
6 I am a factor of 32. The other
factor is 4. What number am I?

modeling repeated addition to find unknown 7 8

factors in multiplication equations. Suggest Write a multiplication equation for the model.
7 I am a product. Both of my factors
are the same number. The sum of
8 I am a product. One of my factors
is 3. The other factor is 2 times as

that students draw a quick picture of the 1 2

my factors is 4. What number am I?
4
great. What number am I?
18

situation to help find the unknown factors for 9 I am a factor of 18. The other 10 I am a product. One of my

4∙ ∙ 24 and ∙ 7 ∙ 14. 2
×
7
=
14 4
×
2
=
8 factor is 9. What number am I? factors is 9. The sum of my two
factors is 13. What number am I?
2 36
Find the product.

3 2 4 4 5 2 6 4 7 2 11 I am a number that is four times 12 I am a number that is double

× 3 × 8 × 6 × 1 × 9
the product of 2 and 3. One the product of 2 and 7. One
6 32 12 4 18
of my factors is 4. What is my of my factors is 7. What is my
8 2 9 4 10 2 11 4 12 4 other factor? other factor?
Go Online × 2
4
× 9
36
× 5
10
× 5
20
× 7
28
6 4

24 24
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c05r01.indd 24 10/08/21 3:35 PM 3_mflean1822132_c05e01.indd 24 10/07/21 5:12 PM

181 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World Problem Solving Real
Play Tickets Applications World
25. Ms. Peterson’s class sold tickets for
the class play. How many tickets in Brandon
all did Brandon and Mei sell?
Mei
Higher-Order Thinking
a. What do you need to find?
Fatima
Have students read the problem and discuss
how many tickets in all Brandon and what they know and what they need to find.
Key: Each = 2 tickets sold.
Mei sold MTR 2.1 Demonstrate understanding in
multiple ways.
–b. Why should you multiply to find the number of tickets Problem 26 requires students to devise
shown? Explain.– a plan for modeling an unknown factor.
Possible explanation: Each ticket shown stands for 2 tickets sold, so you multiply by 2 Remind students to review the graph’s key
to find how many tickets each student sold. before finding the answer to this problem.
c. Show the steps you used to solve d. Complete the sentences.
Problem 27 Students must analyze the
the problem. problem to recognize that the correct
Brandon sold _
8 tickets. Mei sold
Brandon: 4 × 2 = 8 answers will be the product of 4 and another
Mei: 7 × 2 = 14 _
14 tickets. So, Brandon and Mei number. Students who correctly select A and C
8 + 14 = 22
sold _
22 tickets. may not also correctly select D, because it
involves a greater multiple.
26. MTR Suppose Remi sold 20 tickets to the school play. How many pictures of
tickets should be on the picture graph above to show his sales? Explain.

5 Evaluate Formative
Possible explanation: There should be 10 pictures of tickets to show

20 tickets; 10 × 2 = 20.
Assessment

27. Alex exchanges some dollar bills for quarters at the bank. He receives 4 quarters
for each dollar bill. Select the numbers of quarters that Alex could receive. Mark © Houghton Mifflin Harcourt Publishing Company I Can
all that apply.
Have children show two different ways to
A 16 D 32
answer the I Can statement.
B 18 E 50
I can multiply with 2 and 4 . . . by drawing a
C 24 picture, adding doubles, or skip counting.

182 Florida’s B.E.S.T. Go Math! Grade 3

Math Journal WRITE Math
Explain how you can use doubles when
3_mflese661030_c05l01.indd 182 29/07/21 10:24 PM multiplying with 4 to find 4 ∙ 8.
DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 5 • Lesson 1   182

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 5.1
Practice and Homework
• Built-in student supports Multiply with 2 and 4
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Write a multiplication equation for the model.
Practice and Homework 1. 2.

Multiply with 2 and 4

Use the Practice and Homework pages to Think: There are 2 groups of
5 counters.
provide students with more practice of the
concepts and skills presented in this lesson. 2 ×_
_ 5 =_
10 4 ×_
_ 3 =_
12

Students master their understanding as they

complete practice items and then challenge Find the product.
their critical thinking skills with Problem
3. 2 4. 4 5. 2 6. 4
Solving. Use the Write Math section to _
× 6 _
× 8 _
× 3 _
× 6
determine students’ understanding of content 12 32 6 24
for this lesson. Encourage students to use their
Math Journals to record their answers.
Problem Solving Real
World
7. On Monday, Rasheed read 9 pages 8. Courtney’s school is having a family
of his new book. To finish the first game night. Each table has 4 players.
chapter on Tuesday, he needs to read There are 7 tables in all. How many
double the number of pages he read players are at the game night?
on Monday. How many pages does he
need to read on Tuesday?

18 pages 28 players
© Houghton Mifflin Harcourt Publishing Company

_______ _______

9. WRITE Math Explain how you can use doubles when

multiplying with 4 to find 4 × 8.
Check students’ work.

Chapter 5 • Lesson 1 183

3_mflese661030_c05p01.indd 183 29/07/21 10:26 PM

183 Florida’s B.E.S.T. Go Math! Grade 3

 CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
10. What multiplication equation matches 11. Find the product. students in previously taught concepts and to
the model? promote content retention.
2
×
_ 8
16
Possible answers: 4 ∙ 2 ∙ 8 or 2 ∙ 4 ∙ 8

Spiral Review
12. Sean made a picture graph to show his 13. The table shows the lengths of
friends’ favorite colors. some walking trails.

Y Walking Trails
R This is the key for the graph.
Name Length (in feet)
Each = 2 friends.
Mountain Trail 844
Lake Trail 792
Y Y Y R yellow
R Ris represented
R How as 20k
many friends does
Red is represented as 50K Harmony Trail 528
stand for?
How many feet longer is Mountain
yellow
yellow
is yellow
represented
is yellow
represented
is represented
isas
represented
20k
as 20k
as 20k
as 20k Trail than Harmony Trail?
Red is
Red
represented
is
Redrepresented
is
Redrepresented
isas
represented
50K
as 50K
as 50K
as 50K

8 316 feet

14. Find the sum. 15. A bar graph shows that sports books
received 9 votes. If the scale is 0 to
527 20 by twos, where should the bar
end for the sports books? © Houghton Mifflin Harcourt Publishing Company
+
__154
681

between 8 and 10

184 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05p01.indd 184 29/07/21 10:26 PM

Chapter 5 • Lesson 1   184

LESSON
5.2 Lesson at a Glance
Multiply with 5 and 10

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with I can multiply with 5 and 10.
products from 0 to 144, and related division facts.
● MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide Learning Goal
using related facts with procedural reliability. Use skip counting, a number line, or a bar model to multiply
with the factors 5 and 10.
Mathematical Thinking & Reasoning Standards
● MTR.3.1 Complete tasks with mathematical fluency. Language Objective
● MTR.4.1 Engage in discussions on mathematical thinking. Students explain to a partner how to multiply with 5 and 10.
● MTR.5.1 Use patterns and structure. MATERIALS
● MTR.7.1 Apply mathematics to real-world contexts. • MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.3.NSO.2.1 Add and subtract multi- ● MA.3.NSO.2.4 Multiply two whole ● MA.4.NSO.2.1 Recall multiplication facts
digit whole numbers including using a numbers from 0 to 12 and divide using with factors up to 12 and related division
standard algorithm with procedural fluency. related facts with procedural reliability. facts with automaticity.

ABOUT THE MATH

Teaching for Depth
This lesson presents different ways to represent multiplication the product and one factor or a picture and one
with the factors 5 and 10. Different strategies, such as making factor.
jumps on a number line and skip counting by 5s or 10s, help
The goals are to make multiplying by 5 or 10 flexible and
students develop a deeper understanding of multiplication.
fast and to deepen understanding of what multiplying by
In this lesson, students further explore the concept 5 or 10 means through visual representation, exploring
of multiplication by finding unknown factors given strategies, and solving problems in context.

For more professional learning,

185A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 5.2 with the Interactive Student
Graciela filled 2 book shelves with books. She put 95 Edition
books on the first bookshelf and 43 more books on the
second bookshelf than on the first. How many books are
on the 2 book shelves all together? I Can Objective
I can multiply with 5 and 10.
138 books
Making Connections
Invite students to tell you what they know about
prairie dogs.
• What is a prairie? a grassy, flat area
Vocabulary
• What is a prairie dog? a small, furry animal
• Interactive Student Edition
• Multilingual Glossary • Where do prairie dogs live? in the ground in
grassy plains areas, or prairies
• How do prairie dogs live, alone or in groups?
Vocabulary Builder In groups, in the same burrows, and they have
Multiple Ask students to define the term and give many burrows in one area
several examples. Accept reasonable definitions. Possible
examples are given. Learning Activity
Term Example(s) Describe a situation involving counting the number
of prairie dogs in 6 burrows, with 10 prairie dogs in
multiple multiples of 10: 10, 20, 30, 40, . . . each burrow.
• How many burrows are there to watch?
6 burrows
FOCUSING ON THE WHOLE STUDENT • Are the same number of prairie dogs in each
burrow? yes
• How many prairie dogs are in each burrow?
Access Prior Knowledge 10 prairie dogs
Use iTools: Number Lines. Use the 5s and 10s number lines • What operation combines equal groups?
to give students practice with skip counting. Use the “Set multiplication
Up” button to change the counting range. Then students
skip count by 5s (or 10s) as the jumps appear on the
number line.

Chapter 5 • Lesson 2   185B

 CorrectionKey=FL-B

LESSON 5.2 CHAPTER 5

Name Lesson 2
2 Explore
Florida’s B.E.S.T.
Multiply with 5 and 10 ● Number Sense & Operations 3.NSO.2.2,
3.NSO.2.4
I Can multiply with 5 and 10. ● Mathematical Thinking & Reasoning
MTR.2.1, MTR.4.1, MTR.5.1, MTR.7.1

Real UNLOCK the Problem Real

World
Unlock the Problem World
Marcel is making 6 toy banjos. He needs
• How many banjos is Marcel
Be sure students understand what the 5 strings for each banjo. How many strings 6 banjos
making? __
numbers in the problem represent. does he need in all?
• How many strings does each
5 strings
banjo have? __
MTR 2.1 Demonstrate understanding in Use skip counting.

multiple ways. Skip count by 5s until you say 6 numbers.

• If there were 5 instruments with 6 strings 15 , _

10 , _
5, _ 25 , _
20 , _ 30

each, how would the skip counting be 30

6×5=_
different? Possible answer: I would count by 6s 30 strings in all.
So, Marcel needs _
instead of by 5s. Math Idea

Example 1 Use a number line. When a number is multiplied

by any whole number, the
Each string is 10 inches long. How many inches
Help students see that each jump represents product is a multiple of that
of string will Marcel use for each banjo? number. The numbers 5, 10, 15,
one string. Have them count aloud as they 20, and 25 are multiples of 5.
Think: 1 jump = 10 inches
make each jump.
A counting number is a whole number that can
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©C Squared Studios/Getty Images
be used to count a set of objects (1, 2, 3, and so
5 10 15 20 25 30 35 40 45 50
on). Explain that a multiple is a number that is
• Draw 5 jumps for the 5 strings. Jump 10 spaces at a time
the product of a given number and a counting
for the length of each string.
number. Give examples of multiples of 5: 5, 10,
• You land on 10,_
20 , _
30 , _
40 , and _
50 . 5 × 10 = _
50
15, 20, 25; and multiples of 10: 10, 20, 30, 40, 50.
So, Marcel will use _
50 inches of string for
• Why are multiples of 10 also multiples of 5? each banjo.
Since 5 is a factor of 10, 10 is a multiple of 5. So, every
multiple of 10 is also a multiple of 5. The numbers 10, 20, 30, 40, and 50 are multiples of 10 because each
is the product of 10 multiplied by a whole number. th
Ma MTR
MTR 5.1 Use patterns and structure. Talk
Engage in discussions on
4.1 mathematical thinking.
• When you multiply with 10, you can multiply What do you notice about
the multiples of 10?
Math Talk: Possible answer: The ones digit in each multiple of
with 5 and then double the product. Explain 10 is zero.
how you would find the product 6 ∙ 10
Go Online For more help Chapter 5 • Lesson 2 185
using this strategy. Possible answer: I would
multiply 6 × 5 = 30. Then I can double 30. Since
30 + 30 = 60, the product 6 × 10 = 60.
3_mflese661030_c05l02.indd 185 30/07/21 6:29 PM

MTR 4.1 Engage in discussions on

mathematical thinking.
Multilingual Support
Math Use Math Talk to focus on students’
Talk understanding that multiples of 10
STRATEGY: Elicit Prior Knowledge
always have 0 in the ones place. Remind students of previous learning by having them use a number
line to skip count aloud by 2s, while they draw the jumps from 0–12.
• Have students count the number of jumps it took to get to 12.
• How many jumps by 2s did it take to reach 12 on the number
line? 6
• Model the multiplication equation, 2 × 6 = 12.
• Have students follow the steps to skip count by 4s.

185 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Use a bar model.

Marcel bought 3 packages of strings. Use a Bar Model

Each package cost 10¢. How much did Ask students to point to the bar model and say
the packages cost in all?
what each section represents. Ensure students
MODEL
understand that each section represents the
THINK RECORD
cost of one package of strings. Discuss what the
1 unit → 10¢
10¢ 10¢ 10¢ total length of the bar represents.
3 units → _ 10¢
3 ×_ 3 ×_
_ 30¢
10¢ = _

3 Explain
30¢

So, the packages of strings cost _

30¢ in all.

Math
Share and Show Math
Board
Share and Show Board
1. How can you use this number line to find 8 × 5?
The first problem connects the learner to
the learning model. Have students use the
0 5 10 15 20 25 30 35 40 MathBoard to explain their thinking.
Possible answer: Start at 0 and make 8 jumps of 5 spaces each. 5, 10, 15, 20, 25, 30, 35, 40,
MTR 5.1 Use patterns and structure.
so 8 × 5 = 40.
Math Use Math Talk to reinforce the
Math Talk: Possible explanation: If you know
4 × 5 = 20, you can double 20 to find the product
Math
Talk
MTR Use patterns and
5.1 structure.
Talk doubles strategy students learned in
of 4 and 10; 20 + 20 = 40, so 4 × 10 = 40. How can knowing 4 × 5 help the previous lesson. Students should recognize
you find 4 × 10?
Find the product.
that the same reasoning that allows them to
use doubles when multiplying with 4 can be
2. 2 × 5 = _
10 3. 60 = 6 × 10
_ 25 = 5 × 5
4. _ 5. 10 × 7 = _
70
used when multiplying with 10.
© Houghton Mifflin Harcourt Publishing Company • Explain how knowing 7 ∙ 3 can help you find

© Houghton Mifflin Harcourt Publishing Company

6. 10 7. 5 8. 10 9. 5
× 4
_ ×
_ 6 ×
_ 0 ×
_ 3 7 ∙ 6. Possible answer: If you know 7 × 3 = 21, you can
40 30 0 15
double 21 to find the product of 7 and 6; 21 + 21 = 42,
10. 7 11. 5 12. 4 13. 9 so 7 × 6 = 42.
×5
_ ×10
_ ×5
_ ×10
_
35 50 20 90
Use the checked problems for Quick Check.
Students should show their answers for the
Quick Check on the MathBoard.
186 Florida’s B.E.S.T. Go Math! Grade 3
Quick Check MTSS RtI
3_mflese661030_c05l02.indd 186 29/07/21 10:24 PM Quick Check MTSS RtI
If
If a student misses the checked problems
Ready for More Visual
Individual

Materials Analog Clockface (see eTeacher Resources) Then Differentiate Instruction with
• Reteach 5.2
• Ask students how each minute • Waggle MA.3.NSO.2.4
is shown on the clock. short 11 12 1
10 2
lines between the numbers and at the
9 3
numbers
8 4 Common Errors
• How many spaces are there 7 6 5 Common Errors
between 12 and 1 on the clock?
5 spaces How many minutes does Error Students may write incorrect products
this represent? 5 minutes for multiplications with 5 because they skip
• How many spaces are there between 12 and 2 counted incorrectly.
on the clock? 10 spaces How many minutes does Example In Problem 7, students may
this represent? 10 minutes write 6 × 5 = 35, instead of 6 × 5 = 30.
• Have students write the related multiplication Springboard to Learning Remind students
facts for each number on the clock using a factor to keep track of the number of times they skip
of 5. 1 × 5 = 5, 2 × 5 = 10, 3 × 5 = 15, etc. count. The other factor tells them how many
times to skip count.

Chapter 5 • Lesson 2   186

 CorrectionKey=FL-B

Name

4 Elaborate On Your Own

Find the product.
14. 5 × 1 = _
5 15. 20 = 10 × 2
_ 16. 20 = 4 × 5
_ 17. 10 × 10 = _
100
On Your Own 18. 10 × 0 = _
0 19. 10 × 5 = _
50 20. 5 =1×5
_ 21. 45 = 5 × 9
_
If students complete the checked problems
correctly, they may continue with the On Your 22. 3 23. 5 24. 4 25. 10
×
_ 4 ×
_ 0 ×
_ 8 ×
_ 5
Own section. 12 0 32 50

MTR 2.1 Demonstrate understanding in MTR Use the pictures to find the unknown numbers.
multiple ways.
26. 27.
Problems 26 and 27 require students to
interpret pictures to find unknown factors in
multiplication equations.
MTR 7.1 Apply mathematics to real-world
contexts. 3×_
5 =_
15 10 × 3 = _
_ 30

Problems 28 and 29 require students to label a MTR Complete the bar model to solve.
bar model and use it to answer the question. 28. Elijah played 5 songs on the banjo. 29. There are 6 banjo players. If each
MTR 5.1 Use patterns and structure. If each song lasted 8 minutes, how player needs 10 sheets of music, how
long did he play? many sheets of music are needed?
Discuss different strategies that can be used to
find unknown factors. Write ∙ 5 ∙ 25
8 8 8 8 8 10 10 10 10 10 10
on the board. Tell students that one strategy
they can use to find the unknown factor in 40 minutes 60 sheets
this problem is to find how many 5s are in 25.
Have students use this strategy by starting at 40 minutes
______ ______
60 sheets of music
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

0, counting by 5s to 25 and keeping track of

30. Write three multiples of 5 and three 31. Mark is making 10 kites. He uses 5
how many 5s are counted. multiples of 10. Then decide if 5 is a yards of ribbon for each kite. He has
multiple of 5. Explain why or why not. already made 2 of the kites. How many
Possible answer: 5, 10, 15; 10, 20, 30;
yards of ribbon will Mark need to
make the rest of the kites?
yes, 5 is a multiple of 5; 5 × 1 = 5.
40 yards

Chapter 5 • Lesson 2 187

3_mflese661030_c05l02.indd 187 29/07/21 10:24 PM

Meeting Individual Needs

Reteach 5.2 Enrich 5.2
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

LESSON 5.2 LESSON 5.2

Name Name
Reteach Enrich

Multiply with 5 and 10 Unknown Numbers

You can use an array to multiply with 5. Use the numbers in each oval to complete four different
equations. Use each number in the oval only once.
Find the product. 5 × 4 Possible answers are shown.
Step 1 Make an array to show 5 × 4.
Show 5 rows of 4 tiles. 1 5 × 8 = 40

Step 2 Count the tiles. 6 × 5 = 30

6 5 7 5
5 rows of 4 tiles = 20 tiles 5 × 1 = 5 1 5 8 40
So, 5 × 4 = 20. 7 × 5 = 35

You can use doubles to multiply with 10. 2 7 × 10 = 70

Find the product. 6 × 10 10 × 9 = 90 4 10 10 2
Think: 5 + 5 = 10 10 × 2 = 20 7 20 90 9
Multiply with 5. 6 × 5 = 30 4 × 10 = 40
Then double the product. 30 + 30 = 60
3 5 × 0 = 0
So, 6 × 10 = 60.
5 × 5 = 25 3 5 0 5
9 × 5 = 45 0 9 5 25
Find the product.
3 × 5 = 15
1 2×5= 10 2 10 × 2 = 20 3 5×5= 25 4 5×1= 5
4 10 × 2 = 20
10 × 6 = 60
5 10 × 1 = 10 6 10 × 5 = 50 7 3×5= 15 8 10 × 7 = 70 7 10 10 2
1 × 10 = 10
6 60 70 1
9 10 10 6 11 9 12 10 10 × 7 = 70
× 4 × 5 × 5 × 3
40 30 45 30
5 How are all of the products in Exercise 4 alike?
13 5 14 10 15 8 16 10 Possible answer: they are all even. The ones digit is always 0.

Go Online
× 2 × 6 × 5 × 8
10 60 40 80

25 25
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c05r02.indd 25 10/07/21 6:33 PM 3_mflean1822132_c05e02.indd 25 10/08/21 3:36 PM

187 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World Problem Solving Real
Use the table for Problems 32–34. Applications World
32. MTR Ezekiel and his dad own 7 banjos. They Stringed Instruments MTR 2.1 Demonstrate understanding in
want to replace the strings on all of them.
Instrument Strings
multiple ways.
How many strings should they buy? Write a
multiplication equation to solve. Guitar 6
Have students read the first problem and
7 × 5 = 35; 35 strings Banjo 5
discuss how they will solve it. You may need
Mandolin 8 to remind them to use the data in the table.
33. Mrs. Lemke has 5 guitars, 4 banjos, and 2 Violin 4 Problem 33 requires students to organize
mandolins. What is the total number of strings
on Mrs. Lemke’s instruments? their work so they can find the numbers they
need to answer the question.
66 strings
Problem 36 This item gives students a menu
34. The orchestra has 5 violins and 3 guitars that need new of three numbers from which to choose the
on the
strings. What is the total number of strings that need to Spot missing factor. Students must demonstrate a
be replaced? Explain.
knowledge of multiplying with 5 to make the
38 strings; Possible explanation: The violins will need
multiplication equation true.
5 × 4 = 20 strings; the guitars will need 3 × 6 = 18 strings.

Then add 20 + 18 = 38.

35. WRITE Math What’s the error? Dr. James has

3 banjos. Mr. Lewis has 5 times the number of banjos
5 Evaluate Formative
Assessment

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Elena Berd/Shutterstock

Dr. James has. Riley says Mr. Lewis has 12 banjos.
Describe her error.
Possible answer: Riley multiplied 4 × 3 I Can
instead of 5 × 3. Mr. Lewis has 15 banjos.
Have students show two different ways they
can answer the I Can statement.
36. Circle the number that makes the multiplication I can multiply with 5 and 10 . . . by drawing a
equation true. picture, skip counting, using a number line, or using a bar
7 model.
5 × 8 = 45
9
Math Journal WRITE Math
Michelle bought some pinwheels for a dollar
188 Florida’s B.E.S.T. Go Math! Grade 3
and paid in dimes. How many dimes did she
use? Explain.
3_mflese661030_c05l02.indd 188 29/07/21 10:24 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 5 • Lesson 2   188

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 5.2
Practice and Homework
• Built-in student supports Multiply with 5 and 10
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Find the product.
Practice and Homework 35
1. 5 × 7 = ______ 2. 5 × 1 = ______
5 3. 2 × 10 = ______
20 40 = 8 × 5
4. ______

Multiply with 5 and 10

5. 1 × 10 = ______
10 20 = 4 × 5
6. ______ 7. 5 × 10 = ______
50 8. 7 × 5 = ______
35
Use the Practice and Homework pages to
provide students with more practice of the
concepts and skills presented in this lesson. 9. 5 10. 10 11. 5 12. 10
×6
_ × 7
_ ×3
_ × 4
_
Students master their understanding as they 30 70 15 40
complete practice items and then challenge
their critical thinking skills with Problem
Solving. Use the Write Math section to 13. 5 14. 10 15. 5 16. 10
determine students’ understanding of content ×0
_ × 8
_ ×2
_ × 6
_
0 80 10 60
for this lesson. Encourage students to use their
Math Journals to record their answers.

Problem Solving Real

World
17. Ginger takes 10 nickels to buy some 18. A big park in the city has 3 basketball
pencils at the school store. How many courts. There are 5 players on each
cents does Ginger have to spend? of the courts. How many players are
there?

50 cents 15 players
© Houghton Mifflin Harcourt Publishing Company

_______ _______

19. WRITE Math Michelle bought some pinwheels for a dollar

and paid in dimes. How many dimes did she use? Explain.
10 dimes; Check students’ work.

Chapter 5 • Lesson 2 189

3_mflese661030_c05p02.indd 189 29/07/21 10:26 PM

CROSS-CURRICULAR

SCIENCE SOCIAL STUDIES

Materials pictures of ants, ladybugs, and other insects • The United States and Canada use dollars that are
worth 100 cents.
• Insects are arthropods. An arthropod is an invertebrate
(an animal with no backbone) that has a segmented • Mexico uses new (nuevo) pesos. One peso is equal to
body. 100 centavos. There are coins worth 5, 10, 20, and 50
centavos.
• The insect body has 3 parts: the head, the thorax,
which is the middle of the body, and the abdomen, • Both Canada and the United States have nickels worth
which is the back. Insects have 6 legs. 5 cents. If you had 4 nickels, how many cents would
you have? 20 cents
• The mass of an object is the amount of matter the
object has. An ant can carry 5, 10, and even 30 times • If you had 6 five-centavos coins, how many centavos
its mass. would you have? 30 centavos
• Have students write and solve word problems. For
example: If an ant has a mass of 3 milligrams, how
much can it carry? 5 × 3 = 15 mg; 10 × 3 = 30 mg

189 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
20. Mrs. Hinely grows roses. 21. Find the product. students in previously taught concepts and to
There are 6 roses on each of her 10 promote content retention.
rose bushes. How many roses in all are 5
on Mrs. Hinely’s rose bushes?
×8
_
40
60 roses

Spiral Review
22. Mr. Miller’s class voted on where to go 23. Zack made this table for his survey.
for a field trip. Use the pictograph to
find which choice had the most votes. Favorite Juice
Flavor Votes
Field Trip Choices Grape 16
Orange 10
Science Center
Berry 9
Aquarium Apple 12

Zoo
How many votes were cast?
Museum

Key: Each = 2 votes.

zoo 47 votes

24. Which of the following is an even 25. Estimate the sum.

number? © Houghton Mifflin Harcourt Publishing Company

25, 28, 31, 37

479
+
__ 89
28 Possible answer: about 600

190 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05p02.indd 190 29/07/21 10:26 PM

Chapter 5 • Lesson 2   190

LESSON
5.3 Lesson at a Glance
Multiply with 3 and 6

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with I can multiply with 3 and 6.
products from 0 to 144, and related division facts.
● MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide Learning Goal
using related facts with procedural reliability. Draw a picture, use 5s facts and addition, doubles, or a
multiplication table to multiply with the factors 3 and 6.
Mathematical Thinking & Reasoning Standards
● MTR.2.1 Demonstrate understanding in multiple ways. Language Objective
● MTR.3.1 Complete tasks with mathematical fluency. Students work in teams to list ways to multiply with 3 and 6.
● MTR.4.1 Engage in discussions on mathematical thinking. MATERIALS
● MTR.5.1 Use patterns and structure. • MathBoard
● MTR.6.1 Assess reasonableness of solutions.
● MTR.7.1 Apply mathematics to real-world contexts.

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.3.NSO.2.1 Add and subtract ● MA.3.NSO.2.4 Multiply two whole ● MA.4.NSO.2.1 Recall multiplication facts
multi-digit whole numbers including using numbers from 0 to 12 and divide using with factors up to 12 and related division
a standard algorithm with procedural related facts with procedural reliability. facts with automaticity.
fluency.

ABOUT THE MATH

Teaching for Depth
Presenting multiple strategies for multiplying by 3 and 6 By connecting previously learned facts to new facts,
promotes a deeper understanding of multiplication. students develop number sense.
In this lesson, students represent multiplication by 3 by Next, students use doubles to find products: 6 × 9 is
drawing triangles and skip counting the number of sides to 3 × 9 doubled, or 27 + 27 = 54. Finally, students use a
find the total. To multiply a factor by 6, students multiply multiplication table to find products and to investigate
the factor by 5 and then add the factor to the product. For the relationship between the products for 3s and 6s: the
example, to multiply 6 × 9, students would multiply 5 × 9 products of 6s are the products of 3s doubled.
and then add one more 9 to the product: 45 + 9 = 54.

For more professional learning,

191A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 5.3 with the Interactive Student
Veronica and 5 of her friends each received 2 free passes Edition
to see any movie of their choice. Write an equation to
show the total number of free passes Veronica and her
friends received. I Can Objective
I can multiply with 3 and 6.
6 × 2 = 12
Making Connections
Invite students to tell you what they know about
Vocabulary logs.
• Interactive Student Edition
• Where do logs come from? trees
• Multilingual Glossary
• Where are places that you have seen logs?
Possible answer: In a fireplace.
Fluency Builder • Have you ever seen trucks carrying logs? yes
Mental Math Have students practice multiplication facts • Have you ever seen a building made of logs?
for 5 and 10. Tell us about what you saw. yes; Possible
answer: I have seen a log cabin.
5×1=5 10 × 1 = 10
5 × 2 = 10 10 × 2 = 20 Learning Activity
5 × 3 = 15 10 × 3 = 30 Tell a story about using a truck to carry 5 logs each
trip for 6 trips each day.
5 × 4 = 20 10 × 4 = 40
• How many logs can the truck carry on each trip?
5 × 5 = 25 10 × 5 = 50 5
5 × 6 = 30 10 × 6 = 60 • How many trips will the truck make in the day?
5 × 7 = 35 10 × 7 = 70 6

5 × 8 = 40 10 × 8 = 80 • What are you trying to find? how many logs the

truck will bring in the whole day
5 × 9 = 45 10 × 9 = 90
• What addition expression can be used to find
5 × 10 = 50 10 × 10 = 100 the total number of logs? 5 + 5 + 5 + 5 + 5 + 5
Ask the students what patterns they notice between the
products for 5 and for 10. Possible answer: The products
of the 5s double for the 10s.

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Use iTools: Number Lines to review skip counting on a
number line. Ask students to skip count by 2s on their
number lines.
Start at 0. Skip count by 2s to 16. What numbers do you
say? 2, 4, 6, 8, 10, 12, 14, 16
How can you use the number line to show 4 ∙ 2?
Start at 0 and make 4 jumps of 2. The product is 8.

Chapter 5 • Lesson 3   191B

 CorrectionKey=FL-B

LESSON 5.3 CHAPTER 5

Name Lesson 3
2 Explore
Florida’s B.E.S.T.
Multiply with 3 and 6 ● Number Sense & Operations 3.NSO.2.2,
3.NSO.2.4
I Can multiply with 3 and 6. ● Mathematical Thinking & Reasoning
MTR.2.1, MTR.3.1, MTR.4.1, MTR.5.1,
MTR.6.1, MTR.7.1

Real UNLOCK the Problem Real

World
Unlock the Problem World
Sabrina is making triangles with
How many sides does a triangle have? toothpicks. She uses 3 toothpicks for each • Why does Sabrina need
3 toothpicks for each triangle?
Read the problem to check your answer. triangle. She makes 4 triangles.
How many toothpicks does Sabrina use? A triangle has 3 sides, so she
Be sure students understand how many
needs 1 toothpick for each side.
triangles are in Sabrina’s design. Draw a picture.
Ask students the following questions as you STEP 1 Math Talk: Possible
work through the example. Complete the 4 triangles.
explanation: Since
12 toothpicks are
MTR 2.1 Demonstrate understanding in STEP 2 needed for
4 triangles and 8
multiple ways. 3 6 , _ 9 , _
12
Skip count by the number of sides. _ , _ triangles is double
• In Step 1, why did you draw 4 triangles? to 4 triangles
4, I can double
How many triangles are there in all? __ 12 to get the number of
represent the number of triangles in Sabrina’s design
How many toothpicks are in each triangle? 3 toothpicks
__ toothpicks needed for
• In Step 2, what does the last number you 8 triangles; 12 + 12 = 24.
How many toothpicks are there in all?
skip counted represent? the total number of
Math MTR Engage in discussions on
toothpicks in 4 triangles 4×_
3 =_
12 Talk 4.1 mathematical thinking.
12 toothpicks.
4 triangles have _
MTR 4.1 Engage in discussions on How can you use what you
know about the number
mathematical thinking. So, Sabrina uses _
12 toothpicks. of toothpicks needed for
4 triangles to find the
number of toothpicks

Math Use Math Talk to focus on students’

needed for 8 triangles?

Talk understanding of the effects of Try This! Find the number of toothpicks
doubling a whole number. needed for 6 triangles. Possible drawing:
© Houghton Mifflin Harcourt Publishing Company

Draw a quick picture to help you.

• Write an equation to show how many How did you find the answer?
toothpicks Sabrina needs to make 8 Possible answer:
Since 3 toothpicks are needed for each triangle, I
triangles. 8 × 3 = 24
counted by 3s six times: 3, 6, 9, 12, 15, 18. So, 18
Try This! toothpicks are needed for 6 triangles.
After students find the answer, ask them to
use another method to check it. Go Online For more help Chapter 5 • Lesson 3 191

• What ways did you use to find and check

the answer? Possible answers: skip counted using 3_mflese661030_c05l03.indd 191 29/07/21 10:24 PM

the pictures; added 6 to 12, which is the answer for 4

triangles; multiplied 6 × 3.

MTR 5.1 Use patterns and structure. Multilingual Support

• How would the example change if you STRATEGY: Develop Meanings
were finding the number of toothpicks in
6 squares instead of triangles? What would In their Math Journal, have students draw 2 triangles.
be the answer? Possible answer: A square would • How many triangles do you see? 2 How many sides do you see on
need 4 toothpicks, so I would multiply with 4. each triangle? 3 How many sides do you count in all? 6
6 × 4 = 24.
• Model how to write this: 2 × 3 = 6.
MTR 4.1 Engage in discussions on
mathematical thinking. • Explain that the numbers that we multiply are called factors and
label them. Explain that the answer is the product and label it.
• Explain how you could use what you know
about the number of toothpicks needed for • Post the frame factor × factor = product and have students record
6 squares to find the number of toothpicks it in their Math Journal.
needed for 12 squares. Since 24 toothpicks are
needed for 6 squares, and 12 squares is double 6, I can
double 24 to get the number of toothpicks needed for
12 squares; 24 + 24 = 48.

191 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Jessica is using craft sticks to make 6 octagons.

How many craft sticks will she use? One Way
One Way Use 5s facts and addition. ▲ An octagon has 8 sides.
In this example, students explore using
To multiply a factor by 6, multiply the factor
multiplication facts with 5 and addition to
by 5, and then add the factor. find the 6s facts.
5∙8
8
6×8=5×_ +_
8 =_
48 • Why does 5 ∙ 9 ∙ 9 ∙ 54? 5 × 9 = 45 and
45 + 9 = 54
So, Jessica will use _
48 craft sticks.
• Why might you want to use this strategy to
multiply with 6? Possible answer: I already know
how to multiply by 5, so adding one of the factors to
the product is easy.
∙8

Another Way
Another Way 6×8=■
In Example A, students use the strategy of
A Use doubles. 24
3×8=_ doubles to solve the problem.
When at least one factor is an even number,
24 + 24 = _
_ 48
you can use doubles. • Why does doubling the 3s fact give the 6s
6×8=_ 48
fact? When you double 3, you get 6. So, if you double
First, multiply with half of an even number.
a 3s fact, you get the matching 6s fact.
After you multiply, double the product.
In Example B, students use a multiplication
0 1 2 3 4 5 6 7 8 9 10 11 12 table to solve the problem. Review how to
B Use a multiplication table.
0 0 0 0 0 0 0 0 0 0 0 0 0 0 find a product in the table.
Find the product 6 × 8 where
row 6 and column 8 meet.
1 0 1 2 3 4 5 6 7 8 9 10 11 12
• What other number pairs have the same
2 0 2 4 6 8 10 12 14 16 18 20 22 24
6×8=_
48 double relationship as the columns for 3
3 0 3 6 9 12 15 18 21 24 27 30 33 36
• Shade the row for 3 in the table. Then, 4 0 4 8 12 16 20 24 28 32 36 40 44 48
and 6? Possible answers: 1 and 2, 2 and 4, 4 and
compare the rows for 3 and 6. What do 5 0 5 10 15 20 25 30 35 40 45 50 55 60 8, 5 and 10
you notice about their products? 6 0 6 12 18 24 30 36 42 48 54 60 66 72
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Possible answer: The products of 6 are 7 0 7 14 21 28 35 42 49 56 63 70 77 84 Common Errors
8 0 8 16 24 32 40 48 56 64 72 80 88 96 Common Errors
the products of 3 doubled. 9 0 9 18 27 36 45 54 63 72 81 90 99 108
10 0 10 20 30 40 50 60 70 80 90 100 110 120
11 0 11 22 33 44 55 66 77 88 99 110 121 132
Error Students may use incorrect factors
12 0 12 24 36 48 60 72 84 96 108 120 132 144 when doubling to multiply.
Example 6 ∙ 8 Think: 3 ∙ 4 doubled.
192 Florida’s B.E.S.T. Go Math! Grade 3 12 ∙ 12 ∙ 24
Springboard to Learning Remind students
3_mflese661030_c05l03.indd 192 30/07/21 5:37 PM to halve only one of the factors. When both
factors are even, students should halve the
factor that is easiest to work with. Have
Ready for More Logical / Mathematical
Individual students circle the factor that remains the
same before they use doubles to multiply.
• Have students complete the equations below by
filling in each circle with a +, –, or ×.

○ 8 + 6 = 14

3
○ 4 = 12×

2
○6=3○ 9 × +

20
○ 5=5 +
○ 5 ×
• Then have students write their own operation
exercises.

Chapter 5 • Lesson 3   192

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board

1. Use 5s facts and addition to find 6 × 4 = ■.

Math
6×4=_
5 ×_
4 +_
4 =_
24
Share and Show Board
6×4=_
24
The first problem connects to the learning
model. Have students use the MathBoard to
explain their thinking.
MTR 4.1 Engage in discussions on
mathematical thinking. Math MTR Engage in discussions on
Talk 4.1 mathematical thinking. Math Talk: Possible explanation: Multiply

Math
Explain how you would use 5 × 3 to get 15, and then add 3 to get 18;
5s facts and addition to find 6 × 3 = 5 × 3 + 3 = 18.
Use Math Talk to focus on students’
Talk understanding of using a fact they
6 × 3.

know to help them multiply.

Find the product.
• Explain a way to use a 10s fact to find 6 ∙ 9.
2. 6 × 1 = _
6 3. _
21 = 3 × 7 4. _
30 = 6 × 5 5. 3 × 9 = _
27
You can think of the 10’s fact first; 6 × 10 = 60.
Next subtract the first factor, 6; 60 – 6 = 54.
Since 60 – 6 = 54 then 6 × 9 = 54.
On Your Own
Use the checked problems for Quick Check. Find the product.
Students should show their answers for the 6. 2 × 3 = _
6 7. 18 = 3 × 6
_ 8. 0 =3×0
_ 9. 1 × 6 = _
6

Quick Check on the MathBoard.

10. 3 11. 8 12. 6 13. 3 14. 10
×6
_ ×3
_ ×7
_ ×3
_ × 6
_
Quick MTSS RtI
Quick Check
Check MTSS RtI 18 24 42 9 60
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

MTR Complete the table.

If
If a student misses the checked Multiply by 3. Multiply by 6. 19. Multiply by 5 .
problems Factor Product Factor Product Factor Product
15. 4 12 17. 5 30 3 15
Then Differentiate Instruction with
16. 6 18 18. 7 42 20. 2 10
• Reteach 5.3
• Waggle MA.3.NSO.2.4 Chapter 5 • Lesson 3 193

3_mflese661030_c05l03.indd 193 29/07/21 10:24 PM

Meeting Individual Needs

4 Elaborate DO NOT EDIT--Changes must be made through “File info”

CorrectionKey=FL-A Reteach 5.3 MTSS RtI1 CorrectionKey=FL-A Enrich 5.3
DO NOT EDIT--Changes must be made through “File info”

LESSON 5.3 LESSON 5.3

Name Name
Reteach Enrich

Products in Parentheses
On Your Own
Multiply with 3 and 6
For each exercise, multiply the numbers inside the
You can use a number line to multiply with 3 or 6. parentheses first. Then add or subtract.
Find the product. 6 × 3

MTR 5.1 Use patterns and structure. The factor 6 tells you to make 6 jumps.
Find the answer in the code box. Write the code letter
on the line above the exercise number at the bottom
The factor 3 tells you each jump should be 3 spaces. of the page to answer the riddle.

Problems 15–20 Students extend their Step 1 Start at 0.

Make 6 jumps of 3 spaces.
CODE

learning to find an unknown number. 1 2 3 4 5 6

A
7
B
8
C
9
E F I L M
10 11 13 14 15 16 20 21 28 29 31 33 35
N O R S T U W Y

Challenge students to make their own tables

0 3 6 9 12 15 18 21 24
13 29
Step 2 The number you land on is the product. 1 (5 × 2) + (1 × 3) = 2 (6 × 4) + (5 × 1) =

with factors and products. Students should So, 6 × 3 = 18.

11 10
3 (7 × 3) − (2 × 5) = 4 (3 × 6) − (4 × 2) =
leave the rule blank at the top of each table. Find the product.

They can exchange their tables with partners 1 3×1= 3 2 12 =2×6 3 8×3= 24 4 6×6= 36 5 (2 × 3) + (4 × 2) = 14 6 (9 × 6) − (5 × 5) = 29

to generalize a rule for the table. Discuss the 5 3×0= 0 6 5×6= 30 7 15 =3×5 8 9 × 6 = 54
7 (9 × 3) − (6 × 3) = 9 8 (1 × 3) + (3 × 6) = 21

rules. 9 3 10 6 11 7 12 1
9 (3 × 5) + (8 × 2) = 31 10 (3 × 9) − (6 × 2) = 15

× 9 × 4 × 3 × 6
27 24 21 6 8 35
11 (3 × 8) − (4 × 4) = 12 (4 × 2) + (9 × 3) =
13 14 15 16
10 3 6 4
× 6 × 6 × 7 × 3
60 18 42 12 Why did the cookie go to the doctor?
I T F E L T C R U M B Y

Go Online 1 2 3 4 5 6 7 8 9 10 11 12

26
Video Tutorials and
26 © Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c05e03.indd 26 10/07/21 5:10 PM

193 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World Problem Solving Real
Use the table for Problems 21–22. Applications World
Quilt Pieces
21. The table tells about quilt pieces Jenna Number in One Have students read Problem 21 and discuss
has made. How many squares and how Shape Quilt Piece
what they need to find. Students need to use
many circles are there in 6 of Jenna’s Square 6
quilt pieces? Triangle 4
the table to find the number of squares and
36 squares; 24 circles Circle 4
circles in one quilt piece and then multiply to
find the number in 6 pieces.
22. How many more squares than triangles For Problem 22, students must first find the
are in 3 of Jenna’s quilt pieces? number of each shape in 3 quilts and then
6 more squares compare.
23. Alli used some craft sticks to make shapes. If she used
one craft stick for each side of the shape, would Alli use on the
Spot Higher-Order Thinking
more craft sticks for 5 squares or 6 triangles? Explain.
5 squares; Possible explanation: 5 squares have
MTR 2.1 Demonstrate understanding in
multiple ways.
5 × 4 = 20 sides; 6 triangles have 6 × 3 = 18 sides; 20 > 18.
Problem 24 requires students to represent
the Commutative Property of Multiplication in
a drawing and in words.
24. MTR Draw a picture and use words to explain the
Commutative Property of Multiplication. Give an Problem 25 This item assesses how well

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Index Stock/Alamy Images
example using the factor 3.
Check students’ drawings.
students can connect a visual representation
Possible explanation: I drew 3 groups of 4 counters and 4 of a multiplication problem to the problem
groups of 3 counters. 3 × 4 = 12 and 4 × 3 = 12.
scenario. Students should explain a strategy
for using the array to determine the product.
25. Omar reads 6 pages in his book each night. How many
pages does Omar read in 7 nights?

Use the array to explain how you know your

answer is correct.
42 pages; Possible explanation: I filled in the rest of the
5 Evaluate Formative
Assessment

array to make seven rows of six. There are 42 tiles total.

I Can
Have students show two different ways they
194 Florida’s B.E.S.T. Go Math! Grade 3 can answer the I Can statement.
I can multiply with 3 and 6 . . . by using
3_mflese661030_c05l03.indd 194 29/07/21 10:24 PM
multiplication facts and addition, doubles, or a
multiplication table.
DIFFERENTIATED INSTRUCTION • Independent Activities

Math Journal WRITE Math

Grab
TM

and Explain how multiplying with 6 is like

Version 2.0 multiplying with 3.
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 5 • Lesson 3   194

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 5.3
Practice and Homework
• Built-in student supports Multiply with 3 and 6
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Find the product.
Practice and Homework 24
1. 6 × 4 = _ 2. 3 × 7 = _
21 12 = 2 × 6
3. _ 15 = 3 × 5
4. _

Think: You can use doubles.

Multiply with 3 and 6 3 × 4 = 12
12 + 12 = 24
Use the Practice and Homework pages to
provide students with more practice of the 5. 1 × 3 = _
3 48 = 6 × 8
6. _ 7. 3 × 9 = _
27 36 = 6 × 6
8. _
concepts and skills presented in this lesson.
Students master their understanding as they
9. 4 10. 6 11. 2 12. 6
complete practice items and then challenge × × ×
_ 3 _ 5 ×
_ 3 _ 3
their critical thinking skills with Problem 12 30 6 18
Solving. Use the Write Math section to
determine students’ understanding of content
for this lesson. Encourage students to use their 13. 10 14. 3 15. 7 16. 3
Math Journals to record their answers. ×
_ 6 ×
_ 6 ×
_ 6 ×
_ 0
60 18 42 0

Problem Solving Real

World
17. Enrique got 3 hits in each of his baseball 18. Mrs. Burns is buying muffins. There
games. He has played 4 baseball games. are 6 muffins in each box. If she buys
How many hits has he had? 5 boxes, how many muffins will
she buy?
© Houghton Mifflin Harcourt Publishing Company

12 hits
_______ 30 muffins
_______

19. WRITE Math Explain how multiplying with 6 is like

multiplying with 3.
Check students’ work.

Chapter 5 • Lesson 3 195

3_mflese661030_c05p03.indd 195 29/07/21 10:26 PM

CROSS-CURRICULAR

SCIENCE SOCIAL STUDIES

Wind Power The Telegraph
• Windmills use wind to make electricity. A wind farm is • The telegraph was patented in 1837 by Samuel Morse.
a place with enough windmills to make electricity for a It used electricity to send messages quickly.
lot of people. • The telegraph used Morse code for letters and numbers.
• One of the biggest windmills in the world is in Hawaii. The numbers 1–8 looked like this in Morse code:
It is as tall as a 20-story building, and its blades are as 1 • – – – –    5 • • • • •
long as a football field.
2 • • – – –    6 – • • • •
• The windmills at a wind farm each have 3 blades. How
3 • • • – –    7 – – • • •
many blades are there on 5 windmills? 5 × 3 = 15 blades
4 • • • • –    8 – – – • •
• Have students solve Morse code math problems. For
example: • • • • – groups with • • – – – counters in
each group. How many counters are there in all? – – – •
• counters, or 8

195 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
20. Paco buys a carton of eggs. The carton 21. Find the product. students in previously taught concepts and to
has 2 rows of eggs. There are 6 eggs in promote content retention.
each row. How many eggs are in the
carton? 9
×
_ 3
27
12 eggs

Spiral Review
22. Find the difference. 23. Dwight made double the number
of baskets in the second half of the
basketball game than in the first half.
568 He made 5 baskets in the first half.
−
__283 How many baskets did he make in the
second half?
285
10 baskets

24. In Jane’s pictograph, the 25. What multiplication equation does

symbol represents two this array show?
students. One row in the pictograph
has 8 symbols. How many students
does that represent?

© Houghton Mifflin Harcourt Publishing Company

16 students 5 ∙ 6 ∙ 30

196 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05p03.indd 196 29/07/21 10:26 PM

Chapter 5 • Lesson 3   196

LESSON
5.4 Lesson at a Glance
Understand the Distributive Property

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit I can use the Distributive Property to find products.
number and two-digit number. Apply properties of multiplication to
find a product of one-digit whole numbers. Learning Goal
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with Use the Distributive Property to find products by breaking
products from 0 to 144, and related division facts. apart arrays.
Mathematical Thinking & Reasoning Standards Language Objective
● MTR.4.1 Engage in discussions on mathematical thinking. Students state two ways they can use the Distributive
● MTR.5.1 Use patterns and structure. Property to find products.
● MTR.6.1 Assess reasonableness of solutions. MATERIALS
• MathBoard
• square tiles

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.AR.3.2 Use repeated addition to find ● MA.3.AR.1.1 Apply the distributive ● MA.4.NSO.2.2 Multiply two whole
the total number of objects in a collection property to multiply a one-digit number numbers, up to three digits by up to two
of equal groups. Represent the total and two-digit number. Apply properties of digits, with procedural reliability.
number of objects using rectangular arrays multiplication to find a product of one-
and equations. digit whole numbers.

ABOUT THE MATH

Model the Distributive Property
8×7
Models help students develop a better understanding of concepts. Students represent
the concepts first with concrete materials or drawings, then with numbers and
8 ∙ (5 + 2)
symbols. A model also helps students visualize the process and form a mental image.
(8 ∙ 5) + (8 ∙ 2)
In this lesson, a factor is partitioned using an array to show why the Distributive
Property works. The Distributive Property states that multiplying a sum by a number 40 + 16 = 56
is the same as multiplying each addend by the number and then adding the products. 5 2

The goal of this lesson is to use the Distributive Property as a strategy to partition one
of the factors. In this way, facts with greater products are shown as the sum of the
products of two facts that students already know, making multiplication faster and
more flexible.

For more professional learning,

197A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 5.4 with the Interactive Student
Ellis has 6 boxes. Each box holds 1 pencil. Write an equation Edition
to show how many pencils Ellis has in all.

6×1=6
I Can Objective
I can use the Distributive Property to find products.

Vocabulary Making Connections

• Interactive Student Edition Invite students to tell you what they know about
• Multilingual Glossary multiplying by 1, 5, and 6.
• What happens when you multiply any number
Vocabulary Builder by 1? The answer is the same number.

Distributive Property Ask students to define the term • What are different ways to multiply by 5? count
and give an example of how it is used. Accept reasonable by 5, add 5s What are different ways to multiply
definitions. Possible example is given. by 6? count by 6, add 6s

Term Example Learning Activity

Distributive Property 6 × 8 = 6 × (4 + 4) Tell a story about Lucia’s neighbor driving 7 miles
= (6 × 4) + (6 × 4) to and from work each day, 5 days a week.
= 24 + 24 • How far does Lucia’s neighbor drive each day
= 48 for work? 7 miles
• How many days per week does Lucia’s neighbor
drive to and from work? 5 days

FOCUSING ON THE WHOLE STUDENT • What operation could you use to find the total
number of miles Lucia’s neighbor drives for
work per week? multiplication or addition
Supporting All Learners • What multiplication expression could you use to
find the total number of miles Lucia’s neighbor
In this lesson, multiplication is used to find total amounts drives? 5 × 7
of money. Different forms of currency are used all over
the world. Ask students to share any experiences with • What are different ways to solve 5 ∙ 7? count
money from different countries. Encourage students to by 7s, add 7 + 7 + 7 + 7 + 7, multiply 5 × 6 and
bring in any foreign currency they may have at home to add another 5
share with the class. Then challenge students to create
multiplication problems with the different types of
currency discussed. For example, the euro is the currency
in Germany. “A book cost 5 euro, how much will 7 books
cost?” Have students apply the distributive property to set
up and solve. Avoid money conversion problems.

Access Prior Knowledge

Have students review writing different addition
expressions for a given sum. Remind students that a sum
is the answer to an addition problem.
• Write four different pairs of addends that have a sum
of 8. Possible answers: 0 + 8; 1 + 7; 2 + 6;
3 + 5; 4 + 4
Repeat the activity having students write addition
expressions for the sums.

Chapter 5 • Lesson 4   197B

 CorrectionKey=FL-B

LESSON 5.4 CHAPTER 5

Name Lesson 4
2 Explore
Florida’s B.E.S.T.
Understand the Distributive Property ● Algebraic Reasoning 3.AR.1.1
● Number Sense & Operations 3.NSO.2.2
I Can use the Distributive Property to find products. ● Mathematical Thinking & Reasoning
MTR.4.1, MTR.5.1, MTR.6.1

Real UNLOCK the Problem Real

Unlock the Problem World World

Mark bought 6 new fish for his

Students should understand that they need • Describe the groups in
aquarium. He paid $7 for each fish. this problem.
to multiply the number of fish by the cost of How much money did he spend in all?
each fish to find the total amount spent. 6 groups of $7
Find 6 × $7. • Circle the numbers you will use
Have a volunteer read the definition of the to solve the problem.
Distributive Property. You can use the Distributive Property
to solve the problem.
Activity Remember
The Distributive Property states that sum—the answer to an
MTR 5.1 Use patterns and structure. multiplying a sum by a number is the addition problem
same as multiplying each addend by the addends—the numbers
Work with students to make the array and number and then adding the products. being added
break it apart.
• How can you use the smaller arrays to find Activity Materials ■ square tiles
the total? Find the total for each smaller array and Make an array with tiles to show Break apart the array to make two
add them together. 6 rows of 7. smaller arrays for facts you know.

MTR 4.1 Engage in discussions on

mathematical thinking.
• Does breaking apart a larger array into
2 smaller arrays make the problem easier
to solve? Explain. Yes; Possible explanation:
I can use basic facts I already know to find the total 6×7=■ 6×5 6×2
for each smaller array and then add the totals to find
© Houghton Mifflin Harcourt Publishing Company

6×7=■
the answer. 6 × 7 = 6 × (5 + 2) Think: 7 = 5 + 2
6 × 7 = (6 × 5) + (6 × 2) Multiply each addend by 6.
• Why do you think this is called the
30 + _
6×7=_ 12
Distributive Property? Possible answer: because Add the products. Math MTR Engage in discussions on
Talk 4.1 mathematical thinking.
I am distributing 6 to both 2 and 5 to multiply. 42
6×7=_
What other ways could you

MTR 4.1 Engage in discussions on So, Mark spent $_

42 for his new fish. break apart the 6 × 7 array?

mathematical thinking. Math Talk: Possible answers: 6 × (6 + 1); 6 × (4 + 3)

Go Online For more help Chapter 5 • Lesson 4 197

Math Use Math Talk to focus on students’

Talk understanding of using a model to 3_mflese661030_c05l04.indd 197 16/08/21 8:58 PM

draw conclusions. Have several students draw

their arrays on the board and write the
multiplication problems they used to find 6 × 7. Multilingual Support
• Can you separate the array into 2 rows of STRATEGY: Rephrase
7 and 4 rows of 7 and get the same
answer? Use the Distributive Property to Explain the Distributive Property using an illustrated example from
see if you get the same answer. Possible the lesson as support.
answer: (2 × 7) + (4 × 7) = 14 + 28 = 42. Yes, it • In pairs, have students draw their own array and break it apart, or
works; I get the same answer. distribute it, by drawing the array and a dotted line where they
would break it apart.
• Have them write the multiplication expression for the array and
then for the broken apart, or distributed, array.
• Have the pairs express the property or rule in their own words in
their Math Journal.

197 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Try This! Check students’ drawings. Possible answers are given.

Suppose Mark bought 9 fish for $6 each. Try This!
You can break apart a 9 × 6 array into two
Have students draw other possible arrays for
smaller arrays for facts you know. One way is
to think of 9 as 5 + 4. Draw a line to show this
5 ×_
_ 6 9 × 6 and verify that they work.
way. Then find the product. (2 × 6) + (7 × 6) and (6 × 6) + (3 × 6).
9 × 6 = (__
5 × __
6 ) + (__
4 × __
6 ) • Which array had the easiest numbers to
work with? Possible answers: (5 × 6) + (4 × 6)
9 × 6 = __
30 + __
24 4 ×_
_ 6
because it is easy to multiply by 5 and then double
So, Mark spent $_
54 for 9 fish. 2 × 6 and add the numbers. 30 + 24 = 54;
(6 × 6) + (3 × 6) because they are both facts I know.
Share and Show Math
Board
• Could you solve the problem another way
1. Draw a line to show how you could break apart
using the Distributive Property? Yes; Possible
this 6 × 8 array into two smaller arrays for answer: Break apart the 6 and get (9 × 3) + (9 × 3).
facts you know. Possible answers are given. That would be 27 + 27 = 54.
6 and __
• What numbers do you multiply? __ 4

6 and __
__ 4

3 Explain
Math Talk: Possible answer: I broke
24
24 + __
• What numbers do you add? __ the larger array into two smaller
arrays, so I have to add their
6 × 8 = 6 × (__ 4 )
4 + __ products to find the total product.

6 × __
6 × 8 = (__ 4 ) + (__
6 × __
4 ) Math
Math MTR Engage in discussions on Share and Show Board
Talk 4.1 mathematical thinking.
24 + __
6 × 8 = __ 24
Why do you have to add to The first problem connects to the learning
48
6 × 8 = __ find the total product when
you use the Distributive model. Have students use the MathBoard to
Write one way to break apart the array.
Property?
explain their thinking.
Then find the product. Possible answers are given for Problems 2––3.
Use the checked problems for Quick Check.
2. 3. Students should show their answers for the
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Quick Check on the MathBoard.

Quick Check MTSS RtI

(2 ∙ 3) ∙ 8 (2 ∙ 2) ∙ 7
If
Quick Check MTSS RtI
(2 ∙ 8) ∙ (3 ∙ 8); 40 (2 ∙ 7) ∙ (2 ∙ 7); 28

198 Florida’s B.E.S.T. Go Math! Grade 3 If a student misses the checked problems

Then Differentiate Instruction with

3_mflese661030_c05l04.indd 198 16/08/21 8:58 PM • Reteach 5.4
• Waggle MA.3.AR.1.1
Ready for More Logical / Mathematical
Individual

• Write the following problem on the board.

Common Errors
9×6=?
Error When using the Distributive Property,
• Challenge students to apply the Distributive Common Errors
students may break a number into its factors
Property, breaking apart one factor into 3 instead of its addends.
addends. Have them show each step of the
process. Possible answers: Example 6 ∙ 9 ∙ (6 ∙ 3) ∙ (6 ∙ 3)
(2 × 6) + (3 × 6) + (4 × 6) = 12 + 18 + 24 = 54 The student broke apart 9 into two
(3 × 6) + (3 × 6) + (3 × 6) = 18 + 18 + 18 = 54 factors, 3 and 3, instead of two
addends, such as 3 and 6.
• Then have students write another fact and
repeat the process. Springboard to Learning Encourage
students to write out their addition equations
before writing their multiplication equations.
For example: 6 × 9 = 6 × (6 + 3) = (6 × 6) +
(6 × 3). Also, have students use square tiles
to reinforce the concept of breaking apart a
larger array into two smaller arrays.

Chapter 5 • Lesson 4   198

 CorrectionKey=FL-B

Name

4 Elaborate On Your Own

_×_
4. Shade tiles to make an array that shows Check students’ arrays and answers.
On Your Own multiplication with 7, 8, or 9 as a factor.
Find the product shown in the array using
If students complete the checked problems the distributive property. Explain how you
correctly, they may continue with the On Your found the product.
Own section. Possible explanation: I shaded 9 rows of 7 tiles.
Problem 4 has several possible answers. I can think 7 = 4 + 3. I can write
Check that the array shaded matches the fact,
9 × 7 = 9 × (4 + 3); 9 × 7 = (9 × 4) + (9 × 3);
product, and explanation.
9 × 7 = 36 + 27 or 63
MTR 6.1 Assess reasonableness of solutions.
Problem 5 requires students to analyze a 5. MTR Robin says, “I can find 8 × 7 by multiplying 3 × 7
on the
statement to find an error and justify their and doubling it.“ Does her statement make sense? Justify
Spot
your answer.
reasoning.
no; Possible answer: Robin can find 8 × 7 by multiplying 4 × 7 and
Students must first recognize that there is
an error through their understanding of doubling it. If she finds 3 × 7 and doubles it, she is finding 6 × 7.

the Distributive Property. Then they should

6. Kent buys 5 bags of potatoes. Each bag costs $7.
explain why Robin’s way is not correct. Their
He gives the clerk $40. How much change should
explanation should include what the correct Kent receive?
answer should be.
$5
Problem 7 Students must recognize that
either factor can be broken apart into
7. For Problems 7a–7d, choose Yes or No to indicate whether
addends using the Distributive Property. If the the sum or product is equal to 7 × 5.
students select only one correct answer, they
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

might not recognize that the other factor also 7a. 7 + (3 + 2) = ■ ● Yes ● No
can be broken apart. 7b. 7 × (3 + 2) = ■ ● Yes ● No

7c. (5 × 4) + (5 × 3) = ■ ● Yes ● No

7d. (7 × 2) + (7 × 5) = ■ ● Yes ● No

Chapter 5 • Lesson 4 199

3_mflese661030_c05l04.indd 199 16/08/21 8:58 PM

Meeting Individual Needs

Reteach 5.4 Enrich 5.4
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

LESSON 5.4 LESSON 5.4

Name Name
Reteach Enrich

Understand the Distributive Property

United Arrays
A garden has 4 rows of 7 corn stalks. How many corn stalks are in the
Draw an array for each clue. Then use the arrays Check students’ arrays.
garden?
to solve each problem.
You can use the Distributive Property to break an array
into smaller arrays to help you find the answer. 1 Craig spent $27 to buy 3
calendars. The next day, he spent
Find 4 × 7. another $18 for more calendars.
Step 1 Make an array to show 4 rows of 7. Each calendar cost the same
amount. How many calendars did
Craig buy?
4 rows of 7, or 4 × 7
5 calendars
Step 2 Break apart the array to make two
smaller arrays for facts you know.
2 On Monday, Mrs. Jones spent
$32 on 4 books. On Tuesday, she
Step 3 Write the multiplication for the new spent $16 on more books. Each
arrays. Multiply and then add the products 4×4 + 4×3 book cost the same amount. How
to find the answer. many books did Mrs. Jones buy?
16 + 12 = 28
4 × 7 = (4 × 4) + (4 × 3) 6 books
4 × 7 = 16 + 12
4×7= 28 3 Hailey spent $12 to buy 2 fish.
So, there are 28 corn stalks in the garden. Her cousin spent double the
amount on fish. Each fish cost
Write one way to break apart the array. Possible answers are given. the same amount. How many fish
Then find the product. do Hailey and her cousin have
altogether?
1 2
6 fish

4 Explain how you used the arrays to solve each problem.

Possible answer: I drew two arrays for each
problem then added the number of rows to find the number of items.
(3 × 4) + (3 × 5); (2 × 6) + (3 × 6); 30
Go Online 27

27 27
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c05r04.indd 27 10/07/21 6:32 PM 3_mflean1822132_c05e04.indd 27 10/07/21 5:09 PM

199 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Real
Problem Solving · Applications World Problem Solving Real
Applications World
8. MTR Brandon needs 8 boxes of spinners for
his fishing club. The cost of each box is $9.
How much will Brandon pay?
What’s the Error?
8 × $9 = ■ MTR 4.1 Engage in discussions on
mathematical thinking.
Look at how Brandon solved the problem. Problem 8 Have students read the problem
Find and describe his error. and discuss what they need to find. This
problem requires students to find and describe
8 × 9 = (4 × 9) + (5 × 9)
an error. Then they need to find the correct
8 × 9 = 36 + 45 answer, showing each step.
8 × 9 = 81 If students have trouble finding the error
that Brandon made, have students solve the
problem and then compare their answer to his
to find the error.
Some students might realize that Brandon
Possible explanation: Brandon broke apart the factor 9 and multiplied by 9.
could have used the Distributive Property
He should have broken apart the factor 8 or multiplied by 8. to solve (4 × 8) + (5 × 8) to get the correct
answer of 72. Have students share any
Use the array to help solve the problem possible strategies they found to solve the
and correct his error. problem.
8 × 9 = (4 + 4) × 9

5 Evaluate
8 × 9 = (_
4 ×_
9 ) + (_
4 ×_
9 ) Formative
© Houghton Mifflin Harcourt Publishing Company Assessment
8×9=_
36 + _
36

8×9=_
72

I Can
Have children draw a model to answer the I
So, Brandon will pay $ _
72 for the spinners. Can statement.
200 Florida’s B.E.S.T. Go Math! Grade 3 I can use the Distributive Property to find
products . . . by breaking apart one of the factors and
multiplying each addend by the other factor. Then I can
3_mflese661030_c05l04.indd 200 16/08/21 8:58 PM
add the products to find the answer.
DIFFERENTIATED INSTRUCTION • Independent Activities

Math Journal WRITE Math

Grab
TM

and What are some ways you could break apart

7 ∙ 9 using the Distributive Property?
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 5 • Lesson 4   200

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 5.4
Practice and Homework
• Built-in student supports Understand the Distributive Property
• Actionable Item Reports Possible answers are given. Go Online
Interactive Examples
• Standards Analysis Reports Write one way to break apart the array.
Then find the product.
Practice and Homework
1. 2.

Understand the Distributive

Property
Use the Practice and Homework pages to
provide students with more practice of the (3 × 7) + (3 × 7) (7 × 4) + (7 × 4) or
_______ _______
concepts and skills presented in this lesson.
Students master their understanding as they 42
_______ (7 × 5) + (7 × 3); 56
_______

complete practice items and then challenge

their critical thinking skills with Problem
Solving. Use the Write Math section to Problem Solving Real
determine students’ understanding of content World
for this lesson. Encourage students to use their 3. There are 2 rows of 8 chairs set up 4. A marching band has 4 rows of
in the library for a puppet show. trumpeters with 10 trumpeters in each
Math Journals to record their answers. How many chairs are set up? Use the row. How many trumpeters are in the
Distributive Property to solve. marching band? Use the Distributive
Property to solve.

16 chairs
_______ 40 trumpeters
_______
© Houghton Mifflin Harcourt Publishing Company

5. WRITE Math What are some ways you could break

apart 7 × 9 using the Distributive Property?
Check students’ work.

Chapter 5 • Lesson 4 201

3_mflese661030_c05p04.indd 201 29/07/21 10:26 PM

201 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
6. Complete the equation to show the 7. What is one way to break apart students in previously taught concepts and to
Distributive Property. the array? promote content retention.
7×6=

Possible answers: (7 ∙ 3) ∙ (7 ∙ 3);

(7 ∙ 2) ∙ (7 ∙ 4); (7 ∙ 1) ∙ (7 ∙ 5);
_______ Possible
______ answers: (2 ∙ 6) ∙ (2 ∙ 6)

(3 ∙ 6) ∙ (4 ∙ 6), (2 ∙ 6) ∙ (5 ∙ 6);
_______ or (4 ∙ 3) ∙ (4 ∙ 3)
______

(1 ∙ 6) ∙ (6 ∙ 6)
_______ ______

Spiral Review
8. The school auditorium has 448 chairs 9. Find the difference.
for the third-grade performance. What
is 448 rounded to the nearest ten? 400
−
__296
104
450
_______

10. There are 622 fruit snacks in one crate 11. In which sport do exactly 6 students
and 186 in another crate. How many play?
fruit snacks are there?
Sports Students Play

Football
622 Baseball
+ 186 © Houghton Mifflin Harcourt Publishing Company
Sport

__ Basketball

Soccer

0 2 4 6 8 10 12 14 16
Number of Students

808 fruit snacks

_______ Football
______

202 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05p04.indd 202 29/07/21 10:26 PM

Chapter 5 • Lesson 4   202

LESSON
5.5 Lesson at a Glance
Multiply with 7

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide I can use multiple strategies to multiply with 7.
using related facts with procedural reliability.
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit Learning Goal
number and two-digit number. Apply properties of multiplication to Use the Commutative or Distributive Property or known facts
find a product of one-digit whole numbers. to multiply with the factor 7.
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with
products from 0 to 144, and related division facts.
Language Objective
Students write on their MathBoard what strategies they can
Mathematical Thinking & Reasoning Standards use to multiply with 7.
● MTR.1.1 Actively participate in effortful learning.
MATERIALS
● MTR.2.1 Demonstrate understanding in multiple ways. • MathBoard
● MTR.4.1 Engage in discussions on mathematical thinking.
● MTR.5.1 Use patterns and structure.
● MTR.6.1 Assess reasonableness of solutions.

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition ● MA.3.NSO.2.4 Multiply two whole ● MA.4.NSO.2.1 Recall multiplication facts
of two whole numbers with sums up to numbers from 0 to 12 and divide using with factors up to 12 and related division
1,000. Explore the subtraction of a whole related facts with procedural reliability. facts with automaticity.
number from a whole number, each no
larger than 1,000.

ABOUT THE MATH

Building Mathematical Thinking and Reasoning For example, to find 6 × 7, students can break apart an
Standards array of 6 rows of 7 tiles into one group of 6 rows of 5 tiles
and another group of 6 rows of 2 tiles. They record the
MTR 5.1 Use patterns and structure. process as follows: 6 × 7 = 6 × (5 + 2); (6 × 5) + (6 × 2);
Students look for structure in arrays that represent 30 + 12 = 42. An underlying structure is revealed that
multiplication. As they experiment with breaking an array shows that multiplying a sum by a number is the same as
into smaller arrays, students can see underlying structures multiplying each addend by the number and adding the
and better understand the concept of the Distributive products.
Property of Multiplication. Looking for structure can help students see complicated
concepts as being composed of several smaller concepts.

For more professional learning,

203A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 5.5 with the Interactive Student
The frequency table shows how students voted for their Edition
favorite musical instrument. How many more students
voted for guitar than piano?
9 students
I Can Objective
I can use multiple strategies to multiply with 7.

Favorite Instrument Making Connections

Instrument Number of Invite students to tell you what they know about
Students weather.
Flute 5 • What is the weather like where you live?
Drums 12 • How does the weather change throughout the
Piano 7 year?
• What is the weather like in other parts of the
Guitar 16
world?
• Do you check the weather?
Vocabulary • How? How often?
• Interactive Student Edition
• Multilingual Glossary Learning Activity
Tell a story about Pedro checking the weather
5 times a day for a week. How many times does
Fluency Builder Pedro check the weather in all?
Addition Have students practice 2-digit addition. List • What are you trying to find? how many times
the problems on the board and have students copy and Pedro checks the weather in a week
complete them. You may wish to time students to see
how long it takes them to complete all the problems. • For how long does Pedro check the weather?
one week, or 7 days
26 + 18 = 44 10 + 83 = 93
• How many times per day does Pedro check the
32 + 32 = 64 25 + 25 = 50 weather? 5 times per day
43 + 19 = 62 29 + 57 = 86 • What operation will you use to find out how
16 + 41 = 57 53 + 42 = 95 many times Pedro checks the weather in one
week? multiplication
20 + 60 = 80 80 + 40 = 120
• What expression will you use? 7 × 5
17 + 58 = 75 32 + 95 = 127
30 + 59 = 89 75 + 75 = 150 Common Errors
72 + 18 = 90 78 + 63 = 141 Common Errors

Error Students may use the Distributive

Property correctly but find an incorrect
FOCUSING ON THE WHOLE STUDENT product for one of the facts.
Example 7 × 8 = 7 × (5 + 3)
Access Prior Knowledge = (7 × 5) + (7 × 3)
= 30 + 21 = 51
Review units for time. Ask the class: Springboard to Learning Have students
check their work by using another method
• How many days are there in 1 week? 7 days
such as using doubles, using a multiplication
• How many months are there in 1 year? 12 months table or drawing a picture.

Chapter 5 • Lesson 5   203B

 CorrectionKey=FL-B

LESSON 5.5 CHAPTER 5

Name Lesson 5
2 Explore
Florida’s B.E.S.T.
Multiply with 7 ● Algebraic Reasoning 3.AR.1.1
● Number Sense & Operations 3.NSO.2.4,
I Can use multiple strategies to multiply with 7. 3.NSO.2.2
● Mathematical Thinking & Reasoning
MTR.2.1, MTR.4.1, MTR.5.1, MTR.6.1,

Real UNLOCK the Problem Real

World
Unlock the Problem World
Jason’s family has a new puppy. Jason • How often does Jason walk the puppy?
Check that students understand the problem by takes a turn walking the puppy once a
once a day
asking them to express it in their own words. day. How many times will Jason walk
the puppy in 4 weeks? • How many days are in 1 week?
One Way Find 4 × 7. 7 days

MTR 2.1 Demonstrate understanding in

multiple ways. One Way Use the Commutative Property
of Multiplication.
Students use the Commutative Property as a
If you know 7 × 4, you can use that fact to find 4 × 7.
strategy to multiply with 7. You can change the order of the factors, and the product
• Why would you use the Commutative is the same.
Property as a strategy to multiply? Possible 28 .
28 , so 4 × 7 = _
7×4=_
answer: to use a fact that I already know to find a
28 times in 4 weeks.
So, Jason will walk the puppy _
product that I don’t know Check students’ drawings.
• What if Jason walked the puppy twice Other Ways Possible arrays are given.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©DigitalVision/Ariel Skelley/Getty Images
a day? How many times would he walk
A Use the Distributive Property.
the puppy in 4 weeks? Explain how you
STEP 1 Complete the array to show
found the answer. 56 times; Possible explanation: 4 rows of 7.
I doubled the answer to 4 × 7 since Jason walked the
STEP 2 Draw a line to break the array
puppy 2 times a day. into two smaller arrays for facts

Other Ways you know.

STEP 3 Multiply the facts for the 4×_

5 =_
20 4×_
2 =_
8
Another method is to use the Distributive
smaller arrays. Add the products.
Property. _
20 + _
8 =_
28

MTR 1.1 Actively participate in effortful So, 4 × 7 = _

28 . Math MTR Engage in discussions on
Talk 4.1 mathematical thinking.
learning. Math Talk: Possible explanation: I would use the
Why would you use the
Distributive Property to break the factors into facts
• Why would you break apart an array into that I know.
Distributive Property as a
strategy to multiply?
two smaller arrays? Possible answer: to use two
facts that I know Go Online For more help Chapter 5 • Lesson 5 203

MTR 4.1 Engage in discussions on

mathematical thinking. 3_mflese661030_c05l05.indd 203 29/07/21 10:25 PM

Math Use Math Talk to focus on students’

Talk understanding of using properties Multilingual Support
to solve multiplication problems.
STRATEGY: Model Concept

Students solidify understanding of the Commutative Property of

Multiplication through modeling.
• Draw an array of 7 rows with 2 in each row. Write and explain
that this can show 7 × 2 = 14.
• Ask students to draw an array for 2 × 7 = 14 on their MathBoards.
Compare and discuss the drawings in pairs.
• Explain that this is the Commutative Property of Multiplication. It
is a rule of multiplication that means 2 × 7 = 7 × 2.

Go Online
Video Tutorials and
Interactive Examples

203 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

B Use a fact you know.

Multiply. 4 × 7 = ■
MTR 5.1 Use patterns and structure.
• Why is 2 ∙ 7 ∙ 7 equal to 3 ∙ 7? Possible
• Start with a fact you know. 2×7=_
14
answer: 2 groups of 7 and 1 more group of 7 is the
• Add a group of 7 for 3 × 7. 2×7+7=_
21 same as 3 groups of 7.
Tell students that they can start with a fact
• Then add 7 more for 4 × 7. 3×7+7=_
28
they know and keep adding groups.
So, 4 × 7 = _
28 .

Share and Show Math

Board
Possible drawing is given.
3 Explain
1. Explain how you could break apart an
array to find 6 × 7. Draw an array to show Math
your work. Share and Show Board
Possible explanation: 6 ∙ (5 ∙ 2); 6 ∙ 5 ∙ 30
The first problem connects to the learning
and 6 ∙ 2 ∙ 12; 30 ∙ 12 ∙ 42. So, 6 ∙ 7 ∙ 42. model. Have students use the MathBoard to
Math Talk: Possible answer: I can find 4 ∙ 7, then Math MTR Engage in discussions on explain their thinking.
Talk 4.1 mathematical thinking.
double the product. 4 ∙ 7 ∙ 28; 28 ∙ 28 ∙ 56
How can you use doubles MTR 4.1 Engage in discussions on
Find the product. to find 8 × 7?
mathematical thinking.
2. 9 × 7 = _
63 35 = 5 × 7
3. _ 21 = 7 × 3
4. _ 5. 1 × 7 = _
7
Math

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Martin Harvey/Getty Images
Use Math Talk to focus on students’
On Your Own Talk understanding of using doubling as
Find the product. a strategy to find products.
6. 49 = 7 × 7
_ 7. 6 × 7 = _
42 70 = 7 × 10
8. _ 9. 14 = 7 × 2
_ Use the checked problems for Quick Check.
Students should show their answers for the
10. 7 11. 6 12. 9 13. 8 14. 1 15. 4 © Houghton Mifflin Harcourt Publishing Company

×
_ 3 ×
_ 7 ×
_ 7 ×
_ 7 ×
_ 7 ×
_ 7 Quick Check on the MathBoard.
21 42 63 56 7 28
Quick Check MTSS RtI
16. Anders makes 7 fruit cups. He puts 2 green grapes, 2 red grapes, and 2 black grapes
in each fruit cup. How many grapes does Anders use for the fruit cups? Quick Check MTSS RtI
42 grapes
If

If a student misses the checked problems

204 Florida’s B.E.S.T. Go Math! Grade 3

Then Differentiate Instruction with

• Reteach 5.5
3_mflese661030_c05l05.indd 204 29/07/21 10:25 PM

• Waggle MA.3.NSO.2.2

Ready for More Auditory

Individual / Partners

• Have students make a list of some activities they

do every day. For each activity they list, they 4 Elaborate
should list the number of hours (or minutes)
they spend each day doing the activity.
• Tell them to choose activities that they can On Your Own
describe by using a whole number less than If students complete the checked problems
10 for the number of hours or minutes. For correctly, they may continue with the On Your
example, students may list the following: Own section.
Sleeping: 8 hours Homework: 2 hours
Brushing teeth: Making lunch:
  5 minutes   10 minutes
• Remind students that there are 7 days in 1
week. Have students multiply by 7 to find the
amount of time they spend doing each activity
each week.

Chapter 5 • Lesson 5   204

 CorrectionKey=FL-B

Name

Problem Solving Real Problem Solving · Applications Real

Applications World World

Use the table for Problems 17–19.

MTR 4.1 Engage in discussions on 17. Lori has a dog named Rusty. How many
Rusty’s Care
mathematical thinking. baths will Rusty have in 7 months? Food 3 cups a day
Water 4 cups a day
Have students read Problem 17 and discuss 14 baths
Bath 2 times a month
what they need to find. The problem involves
multiplication with 7 and reading a table to 18. How many more cups of water than food
will Rusty get in 1 week? on the
get the information needed. Spot
7 more cups
Here you might share the idea that a cup is a
unit of liquid volume, or capacity. Relate the 19. Tim’s dog, Midnight, eats 28 cups of food
amount that a cup holds to about a cup of in a week. Midnight eats the same amount
tea, or a glass of milk. each day. In one day, how many more Show the Math
cups of food will Midnight eat than Rusty? Demonstrate Your Thinking
Explain.
Supporting All Learners 1 more cup; Possible explanation: Rusty will

In this lesson, students solve problems eat 7 × 3 = 21 cups of food in one week.

involving the care of pets. Ancient cave 28 − 21 = 7; There are 7 days in a week, so
drawings let us know that humans have kept Midnight will eat 1 more cup of food each day.
animals as pets for millennia. Different pets
are enjoyed by people all over the world. © Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Martin Harvey/Getty Images
20. José walks his dog 10 miles every week.
Invite students to discuss any pets they have How many miles do they walk in 7 weeks?
or any pets they would be interested in 70 miles
having someday. Share information about the
different needs of different types of pets such 21. MTR Dave takes Zoey, his dog, for a
3-mile walk twice a day. How many miles
as food, shelter, comfort, interaction time, do they walk in one week?
© Houghton Mifflin Harcourt Publishing Company

and bathing.
42 miles
Problem 19 Students use multiplication to
solve a division situation. Since students have 22. Alia arranges some playing cards in 7 equal rows with 7
not yet learned division, they can find the cards in each row. How many cards does Alia arrange?
number of cups of food Rusty will eat in a 49 cards
week, and subtract the amounts.
MTR 5.1 Use patterns and structure. Chapter 5 • Lesson 5 205

Problem 21 is a multi-step problem that

requires students to realize that 1 week is 3_mflese661030_c05l05.indd 205 29/07/21 10:25 PM

equal to 7 days. Have students underline the Meeting Individual Needs

word twice to remind them that Dave walks
Reteach 5.5 Enrich 5.5
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

his dog two times a day. CorrectionKey=FL-A

MTSS RtI1 CorrectionKey=FL-A

Problem 22 This item assesses whether Name

LESSON 5.5
Reteach
Name
LESSON 5.5
Enrich

students know how to multiply with 7.

Multiply with 7 Search for Unknown Factors
Students might not recognize that the Find the unknown factor. Then write the word form of
Pablo is making gift bags for his party. He puts 7 pencils
scenario describes an array and, therefore, in each bag. How many pencils will he need for 3 gift bags?
Find 3 × 7.
the unknown factor on the line below the problem.

1 5 × 7 = 35 2 1 ×7=7
may use the incorrect operation. You can use a number line to find the product. five one
Step 1 Draw a number line.
3 7 × 10 = 70 4 9 × 7 = 63
Step 2 Start at 0. Draw 3 jumps of 7. ten nine
1 2 3
5 0 ×7=0 6 8 × 7 = 56
zero eight
0 7 14 21

3 × 7 = 21 7 6 × 7 = 42 8 4 × 7 = 28

21 six four
So, Pablo will need pencils for 3 gift bags.
9 2 × 7 = 14 10 7 × 7 = 49
Find the product.
two seven
1 0 =0×7 2 5×7= 35 3 4×7= 28 4 42 =6×7
Find each word form for Exercises 1–10 in the word search
below. Words can be found written horizontally, vertically,
5 7×7= 49 6 63 =7×9 7 1×7= 7 8 14 =7×2 and diagonally, as well as forward and backward.

F I V E T O X E

9 10 10 7 11 7 12 7 13 9 O W N H M W I I
× 7 × 8 × 0 × 3 × 7
Q E R I R T S G
70 56 0 21 63
F E I R N E V H
E O U V F E N T
14 6 15 7 16 1 17 7 18 4
× 7 × 5 × 7 × 7 × 7 J O Y T E N M O
42 35 7 49 28 F I N E V E S N

Go Online F Z E R O I Z T

28 28
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c05r05.indd 28 10/07/21 6:31 PM 3_mflean1822132_c05e05.indd 28 10/07/21 5:08 PM

205 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Cross-Curricular: Science
Connect to Reading
Summarize
To help you stay healthy, you should eat
Recommended Daily In this activity students practice the reading
Servings
a balanced diet and exercise every day. skill summarize as they learn about eating
Food Group Servings
healthy foods. Have volunteers read the
Whole Grains
The table shows the recommended daily
(bread, cereal)
6 ounces paragraphs aloud.
servings for third graders. You should
eat the right amounts of the food groups. Vegetables
2 cups Discuss the items listed in the table.
(carrot, corn)
Fruits • What do the numbers in the second column
Suppose you want to share with your 1 cup
friends what you learned about healthy
(apples, oranges) of the table represent? healthy servings for the
eating. How could you summarize what
Dairy Products
3 cups foods in the various food groups
(milk, cheese)
you learned? Then have students complete the statements
Meat, Beans, Fish,
5 ounces
When you summarize, you restate the most
Eggs, Nuts to summarize the paragraphs.
8 ounces = 1 cup
important information in a shorter way to In the last two sections students need
help you understand what you have read. to analyze the table to find the correct
information. They should then multiply to find
• To stay healthy, you should eat a balanced the answer.
___
diet and ___
exercise every day. You may want to have students use the
• A third grader should eat 3 cups of ___
dairy products , table to write word problems involving
such as milk and cheese, each day. multiplication. Have students share their
• A third grader should eat ___ 3 cups of problems with the class.
vegetables and fruits each day.

How many cups of vegetables and fruits should a third

21 cups
grader eat in 1 week? ___
Remember: 1 week = 7 days
5 Evaluate Formative
Assessment

A third grader should eat ___ © Houghton Mifflin Harcourt Publishing Company
• 6 ounces of whole
grains, such as bread and cereal, each day.

How many ounces of whole grains should a third grader

I Can
Have children draw or write at least two
eat in 1 week? ___
42 ounces
ways they can answer the I Can statement.
I can use multiple strategies to multiply
with 7 . . . by using the Distributive Property to break
206 Florida’s B.E.S.T. Go Math! Grade 3 the multiplication into smaller facts I know, using the
Commutative Property, or using doubles when at least
one factor is even.
3_mflese661030_c05l05.indd 206 29/07/21 10:25 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Math Journal WRITE Math

Grab
TM
Explain how you would use the
and Commutative Property of Multiplication to
Version 2.0 answer 7 ∙ 3.

Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 5 • Lesson 5   206

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 5.5
Practice and Homework
• Built-in student supports Multiply with 7
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports Find the product.

Practice and Homework 42

1. 6 × 7 = _ 63 = 7 × 9
2. _ 7 =1×7
3. _ 4. 3 × 7 = _
21

Multiply with 7 5. 7 × 7 = _
49 14 = 2 × 7
6. _ 7. 7 × 8 = _
56 28 = 4 × 7
8. _

Use the Practice and Homework pages to

provide students with more practice of the
9. 7 10. 7 11. 6 12. 7 13. 2
concepts and skills presented in this lesson.
×5
_ ×1
_ ×7
_ ×4
_ ×7
_
Students master their understanding as they 35 7 42 28 14
complete practice items and then challenge
their critical thinking skills with Problem 14. 10 15. 3 16. 7 17. 8 18. 7
Solving. Use the Write Math section to ×
_ 7 ×
_ 7 ×
_ 9 ×
_ 7 ×
_ 0
70 21 63 56 0
determine students’ understanding of content
for this lesson. Encourage students to use their
Math Journals to record their answers.
Problem Solving Real
World
19. Bisa buys a pair of earrings for $7. 20. Owen and his family will go camping
Now she would like to buy the same in 8 weeks. There are 7 days in
earrings for 2 of her friends. How 1 week. How many days are in
much will she spend for all 3 pairs 8 weeks?
of earrings?

$21
_______ 56 days
_______
© Houghton Mifflin Harcourt Publishing Company

21. WRITE Math Explain how you would use the Commutative
Property of Multiplication to answer 7 × 3.
Check students’ work.

Chapter 5 • Lesson 5 207

3_mflese661030_c05p05.indd 207 29/07/21 10:26 PM

207 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
22. Find the product. 23. What product does the array show? students in previously taught concepts and to
promote content retention.
7
× 8
_
56

21

Spiral Review
24. Which numbers below are even? 25. How many more people chose
retriever than poodle?
6, 12, 15, 24, 30
Favorite Breed of Dog
Dog Number
Shepherd 58
Retriever 65
Poodle 26

6, 12, 24, 30 39 people

26. What is 94 rounded to the 27. Mateo has 5 craft sticks. He needs
nearest ten? 4 times that number for a project. How
many craft sticks does Mateo need
altogether?
© Houghton Mifflin Harcourt Publishing Company

90 20 craft sticks

208 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05p05.indd 208 29/07/21 10:26 PM

Chapter 5 • Lesson 5   208

LESSON
5.6 Lesson at a Glance
Understand the Associative Property of
Multiplication

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit I can use the Associative Property of Multiplication to find
number and two-digit number. Apply properties of multiplication to products.
find a product of one-digit whole numbers.
● MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide Learning Goal
using related facts with procedural reliability. Use the Associative Property of Multiplication to multiply
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with with three factors.
products from 0 to 144, and related division facts.
Language Objective
Mathematical Thinking & Reasoning Standards Students use sequence words to explain step-by-step how
● MTR.1.1 Actively participate in effortful learning. you can use the Associative Property of Multiplication to find
● MTR.2.1 Demonstrate understanding in multiple ways. products.
● MTR.4.1 Engage in discussions on mathematical thinking. MATERIALS
● MTR.5.1 Use patterns and structure. • MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.AR.3.2 Use repeated addition ● MA.3.AR.1.1 Apply the distributive ● MA.4.NSO.2.1 Recall multiplication facts
to find the total number of objects in a property to multiply a one-digit number with factors up to 12 and related division
collection of equal groups. Represent the and two-digit number. Apply properties of facts with automaticity.
total number of objects using rectangular multiplication to find a product of one-
arrays and equations. digit whole numbers.

ABOUT THE MATH

Why Teach This
Students may find it easier to solve multiplication (3 × 2) × 6. By using this property, students can change
problems by using strategies that result from applying the grouping to use facts they know to find the answer.
mathematical properties. Students are also introduced to the idea that the numbers
In this lesson, students are introduced to the Associative in parentheses are always multiplied first, using the order
Property of Multiplication, also called the Grouping of operations.
Property, which states that the grouping of the factors The goal of this lesson is for students to learn another
doesn’t change the product. For example: 3 × (2 × 6) = strategy for making multiplication flexible, easy, and fast.

For more professional learning,

209A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 5.6 with the Interactive Student
Betty put 4 photos on each page of her photo album. If Edition
she filled 6 pages, how many photos did Betty put in her
album?
I Can Objective
24 photos
I can use the Associative Property of Multiplication
to find products.
Vocabulary
• Interactive Student Edition Making Connections
• Multilingual Glossary Invite students to tell you what they know about
different modes of transportation.

Vocabulary Builder • Have you ever taken a taxi, a shuttle, or a bus?

Associative Property of Multiplication Ask students • What was it like? Have you ever taken bags
to define the term and give several examples. Accept with you on a trip? How many?
reasonable definitions. Possible example is given.
Learning Activity
Term Examples
Have students write a story about transporting
Associative Property 3 × (4 × 5) = (3 × 4) × 5 passengers with bags. Make the number of
of Multiplication passengers and bags constant. Possible answers
given.
• How many passengers go each time? 4
passengers each trip
FOCUSING ON THE WHOLE STUDENT
• How many bags does each passenger take? 2
bags per passenger
Access Prior Knowledge • How could you find the number of bags
Did you know that there are more than 600 roller coasters in the delivered on one trip? Multiply the number
United States? Some can reach speeds of 100 miles per hour. of passengers, 4, by the number of bags per
passenger, 2. Or, add the number of bags per
Have students share their experiences about riding on passenger, 2, 4 times.
roller coasters and discuss what they like and don’t like
about these rides. • What expression could you use to find the
number of bags delivered on one trip? 4 ∙ 2 or
2∙2∙2∙2

Chapter 5 • Lesson 6   209B

 CorrectionKey=FL-B

LESSON 5.6 CHAPTER 5

Name Lesson 6
2 Explore
Florida’s B.E.S.T.
Understand the Associative Property ● Algebraic Reasoning 3.AR.1.1

of Multiplication ● Number Sense & Operations 3.NSO.2.2,

3.NSO.2.4
● Mathematical Thinking & Reasoning
MTR.1.1, MTR.4.1, MTR.5.1
I Can use the Associative Property of
Real
Unlock the Problem World Multiplication to find products.
You have learned the Associative Property of Addition. When
the grouping of the addends is changed, the sum stays the same.
Have students draw a picture of the roller
coaster train to check their understanding of (2 + 3) + 4 = 2 + (3 + 4)
the problem. The Associative Property of Multiplication states Math Idea

MTR 2.1 Demonstrate understanding in that when the grouping of the factors is changed, Always multiply the
the product is the same. It is also called the Grouping numbers inside the
multiple ways. Property of Multiplication. parentheses first.
The example uses arrays to represent the 2 × (3 × 4) = (2 × 3) × 4
problem. UNLOCK the Problem Real
World
• What does each separate array show?
Each car on the roller coaster has
Possible answer: 2 rows of 2 seats each; 2 × 2 2 rows of seats. Each row has 2 seats.
Use the Math Idea to remind students to There are 3 cars in each train. How • Underline what you need to find.
complete the operation inside the parentheses many seats are on each train? • Describe the grouping of the seats.
first. 3 cars with 2 rows of 2 seats
After students complete the problem with the
Use an array.
new grouping, ask the following questions:
You can use an array You can change the grouping with
• Does it matter which factors you multiply to show 3 × (2 × 2). parentheses and the product is the same.
first? No; Whichever way I multiply the factors, the 3 × (2 × 2) = ■ (3 × 2) × 2 = ■
product will still be the same.
4 =_
3×_ 12 6 ×2=_
12
_
• Was one grouping easier than the other for
Math Talk: Possible answer: It does not
finding the final answer? Explain. Possible So, there are 3 cars with 4 seats in
© Houghton Mifflin Harcourt Publishing Company

matter how the factors are grouped. The

explanation: Yes; Multiplying by 2 is easier for me, so each car.
product will be the same.
(3 × 2) × 2 is easier because I multiply by 2 both times. There are _ 12 seats on each roller
Math MTR Engage in discussions on
coaster train. Talk
MTR 4.1 Engage in discussions on 4.1 mathematical thinking.
Why does changing the
mathematical thinking. placement of the parentheses
not change the answer when

Math
multiplying 3 numbers together?

Use Math Talk to focus on students’

Talk understanding that changing the Go Online For more help Chapter 5 • Lesson 6 209

grouping of the factors does not change the

product. 3_mflese661030_c05l06.indd 209 29/07/21 10:25 PM

MTR 5.1 Use patterns and structure.

• How can multiplication properties help you Multilingual Support
find products? Possible answer: I can change the
order or the grouping so that the numbers are easier to STRATEGY: Illustrate Understanding
multiply or are multiplication facts I know.
Use the array at the start of the lesson to restate the Associative
Property of Multiplication and explain in other words.
• Show the Associative Property as a frame.
(___ × ___) × ___ = ___ × (___ × ___)
• Fill in the numbers in the frame to connect the abstract numbers
to the model.

209 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Examples Use the Commutative and Associative Properties.

You can also change the order of the factors. Example

The product is the same. This example shows that you can change the
order of the factors and the product will be
(4 × 3) × 2 = ■ 4 × (3 × 2) = ■
the same.
4 × (3 × 2) = ■ Associative Property 4 × (2 × 3) = ■ Commutative Property
• How could the Commutative and
6 =_
4×_ 24 (4 × 2) × 3 = ■ Associative Property
Associative Properties be used to make
8 ×3=_
_ 24 (3 ∙ 8) ∙ 2 easier to solve? Possible answer:
change the order and the grouping to 8 × (3 × 2)
Share and Show Math so that you can use a basic fact, 8 × 6, instead of
Board
24 × 2 or 16 × 3.
1. Find the product of 5, 2, and 3. Write another way to
group the factors. Is the product the same? Why?
(5 ∙ 2) ∙ 3 ∙ 30; Possible answer: I can regroup the factors as 5 ∙ (2 ∙ 3) ∙ 30.

The product is the same because the grouping does not change the product.
3 Explain
Write another way to group the factors. Then find the product. Math
Possible groupings are given for Problems 2–7.
2. (2 × 1) × 7 3. 3 × (3 × 4)
Share and Show Board

2 ∙ (1 ∙ 7) (3 ∙ 3) ∙ 4 The first problem connects to the learning

14 36
model. Have students use the MathBoard to
explain their thinking.
4. 5 × (2 × 5) 5. 3 × (2 × 6)
MTR 4.1 Engage in discussions on
(5 ∙ 2) ∙ 5 (3 ∙ 2) ∙ 6
mathematical thinking.
50 36
Math Use Math Talk to focus on students’
6. 2 × (2 × 5) 7. (1 × 3) × 6
Talk understanding of how to use the
(2 ∙ 2) ∙ 5 1 ∙ (3 ∙ 6)
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Commutative and Associative Properties to find
20 18
a product.
Math Talk: Possible explanation: Some factors are
Math MTR
easier to multiply than others, so I would use the
Talk
Engage in discussions on
4.1 mathematical thinking.
• How could you use the Commutative and
Commutative Property to group those easily multiplied
factors. Then I would use the Associative Property to Why would you use both the Associative Properties to find the product
group those factors so I can multiply them first. Doing
Commutative and Associative
Properties when solving a
(2 × 9) × 4? Change the order and the grouping to
this makes the problem easier to solve. multiplication problem? (2 × 4) × 9, which equals 8 × 9, instead of finding 18
210 Florida’s B.E.S.T. Go Math! Grade 3 × 4 or 2 × 36.
Use the checked problems for Quick Check.
3_mflese661030_c05l06.indd 210 29/07/21 10:25 PM
Quick Check MTSS RtI
Quick Check MTSS RtI
Ready for More Visual
Individual If
If a student misses the checked problems
• Challenge students to fill in the unknown
numbers so that the product of the numbers in Then Differentiate Instruction with
each row and each column equals 24. • Reteach 5.6
• Waggle MA.3.AR.1.1
2 6 2

3 4 2 Common Errors

4 1 6 Common Errors

• Have students create their own grids in which Error Students may not change the
the numbers in each row and each column have grouping so they can work with a fact they
the same product. know.
Example 3 ∙ (2 ∙ 6) ∙ 3 ∙ 12
Springboard to Learning Have students
look for factors that have a 1-digit product.
These combinations will allow students to
find the product of another fact.

Chapter 5 • Lesson 6   210

 CorrectionKey=FL-B

Name

4 Elaborate On Your Own

Write another way to group the factors. Then find the product.
Possible groupings are given for Problems 8––19.

On Your Own 8. (2 × 3) × 3 9. (8 × 3) × 2 10. 2 × (5 × 5)

2 × (3 × 3) 8 × (3 × 2) (2 × 5) × 5
If students complete the checked problems
correctly, they may continue with the On Your 18 48 50

Own section.
11. (3 × 2) × 4 12. (6 × 1) × 4 13. 2 × (2 × 6)
Remind students that they can use the
3 × (2 × 4) 6 × (1 × 4) (2 × 2) × 6
Commutative Property as well as the
Associative Property to find the products. 24 24 24

Problems 20–25 require students to extend Use parentheses and multiplication properties. Then, find
their thinking to find an unknown factor the product.
when 2 factors and a product are given.
14. 6 × 5 × 2 60 15. 2 × 3 × 5 30 16. 3 × 1 × 6 18
MTR 4.1 Engage in discussions on 6 × (5 × 2) (2 × 3) × 5 3 × (1 × 6)
mathematical thinking. 17. 2 × 5 × 6 60 18. 2 × 0 × 8 0 19. 1 × 9 × 4 36
(2 × 5) × 6 (2 × 0) × 8 (1 × 9) × 4
Have students compare and contrast the
Commutative and Associative Properties of Find the unknown factor.
Multiplication. They should describe how they
4 ) = 56
20. 7 × (2 × _ 21. 30 = 6 × (5 × _
1 ) 8 × (2 × 2) = 32
_
are the same and how they are different. 22.

Students should be able to verbalize the 3 )

23. 42 = 7 × (2 × _ 24. 8 × (5 × _
1 ) = 40 25. 0 = _
0 × (25 × 1)
difference: with the Commutative Property,
the order of the factors changes; with the
26. What equation does this array 27. Jamal has 65 quilt patches. He makes 2
Associative Property, the grouping changes represent? Write another way to group quilts with 5 rows of 6 patches in each
while the order of the factors stays the same.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

the factors. quilt. How many quilt patches will be

They should also recognize that the product left over?
stays the same when applying either the
Commutative or Associative Property.
4 × (3 × 2) = 24; Possible answer:

(4 × 3) × 2 = 24 5 patches

Chapter 5 • Lesson 6 211

3_mflese661030_c05l06.indd 211 29/07/21 10:25 PM

Meeting Individual Needs

Reteach 5.6 Enrich 5.6
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

LESSON 5.6 LESSON 5.6

Name Name
Reteach Enrich

Understand the Associative Property of Matching Factors and Products

Multiplication Complete the equation in Column A. Then circle the correct product
You can use the Associative Property of Multiplication in Column B. In Column C, use 3 factors to write an equation for the
to multiply 3 factors. If you change the grouping of factors, product in Column B that is not circled.
the product remains the same. Possible answers for Column C are given.

Find 4 × (3 × 1). Find (4 × 3) × 1. Column A Column B Column C

Step 1 Start inside the parentheses. Step 1 Start inside the parentheses.
1 (9 × 1) × 2 = 18 18 14
Make 3 groups of 1 counter. Make 4 groups of 3 counters. (2 × 1) × 7 = 14
(3 × 1) (4 × 3)
2 7 × (2 × 3) = 42 42 16
(2 × 4) × 2 = 16
Step 2 Multiply by 4, the number Step 2 Multiply by 1, the number
outside the parentheses. Make outside the parentheses. Make 32 48 32
3 8 × (2 × 2) = 8 × (2 × 3) = 48
4 groups of the counters in Step 1. 1 group of the counters in Step 1.
4 × (3 × 1) (4 × 3) × 1 14 14 36
4 (1 × 2) × 7 = (2 × 3) × 6 = 36

5 1 × (3 × 2) = 6 6 5
(1 × 1) × 5 = 5

6 3 × (8 × 1) = 24 12 24
(3 × 2) × 2 = 12
Step 3 Count the total number of Step 3 Count the total number of
counters. 12 counters counters. 12 counters
7 (3 × 2) × 6 = 36 36 40
(2 × 5) × 4 = 40
So, 4 × (3 × 1) = 12 and (4 × 3) × 1 = 12.
8 (3 × 3) × 5 = 45 54 45
Possible groupings are given. (3 × 3) × 6 = 54
Write another way to group the factors. Then find the product.
9 9 × (3 × 1) = 27 27 35
(7 × 1) × 5 = 35
1 (2 × 3) × 2 2 2 × (4 × 2) 3 2 × (3 × 1)
2 × (3 × 2); 12 (2 × 4) × 2; 16 10 (7 × 1) × 4 = 28 60 28
(2 × 3) × 1; 6 6 × (5 × 2) = 60

11 Explain how you decided which factors to group in

Go Online 4 5 × (7 × 1)
(5 × 7) × 1; 35
5 8 × (4 × 1)
(8 × 4) × 1; 32
6 2 × (2 × 6)
(2 × 2) × 6; 24
Column C.
Possible answer: I grouped factors together to use multiplication facts I know.

29 29
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c05r06.indd 29 10/07/21 6:32 PM 3_mflean1822132_c05e06.indd 29 10/08/21 3:35 PM

211 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Real
Problem Solving · Applications World Problem Solving Real
Use the graph for Problems 28–29. Applications World
Roller Coasters
28. MTR Each car on the Steel Force 7 MTR 2.1 Demonstrate understanding in
train has 3 rows with 2 seats in each 6
multiple ways.

Cars per Train

row. How many seats are on the 5
4
train? Draw a quick picture.
3
Have students read Problem 28 and discuss
2 what they need to find. Students have to read
1
0
a graph and draw a picture to help solve a
multiplication problem with three factors.

Ka

ce

ze
or

ee
da

lF

Fr
Problem 29 requires students to interpret

ng

ee

r.
Ki

M
St
Roller Coaster a graph to solve this multistep problem
36 seats; Check students’ drawings.
involving subtraction, multiplication, and
on the addition.
29. A Kingda Ka train has 4 seats per car, but Spot
Show the Math Problem 31 Students need to recognize
the last car has only 2 seats. How many seats
are on one Kingda Ka train?
Demonstrate Your Thinking that this is a two-step problem requiring
multiplying two times.
18 seats

30. Each week, Kelly works 2 days for 4 hours each day and

5 Evaluate Formative
earns $5 an hour. Len works 5 days for 2 hours each day

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Marcio Jose Bastos Silva/Shutterstock
and earns $4 an hour. Kelly says they both earn the same
amount. Does this statement make sense? Explain.
Assessment
Yes; they both earn $40.

(2 × 4) × $5 = $40 and (5 × 2) × $4 = $40

I Can
Have children explain the steps they use to
answer and check the I Can statement.
31. Gael packs 3 boxes. He puts 3 lunch bags in each I can use the Associative Property of
box. There are 4 sandwiches in each lunch bag.
How many sandwiches does Gael pack? Show
Multiplication to find products . . . First, I look
your work. at all the factors. Then I change the way the factors are
grouped to work with the numbers I know. Finally, I can
36 sandwiches
check my answer by grouping the factors in another way
to see if I still get the same answer.

212 Florida’s B.E.S.T. Go Math! Grade 3

Math Journal WRITE Math
Why would you use the Associative Property
3_mflese661030_c05l06.indd 212 29/07/21 10:25 PM
of Multiplication to solve (10 ∙ 4) ∙ 2? How
DIFFERENTIATED INSTRUCTION • Independent Activities
would you regroup the factors?.

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 5 • Lesson 6   212

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 5.6
Practice and Homework
• Built-in student supports Understand the Associative Property of
• Actionable Item Reports Go Online
• Standards Analysis Reports Multiplication Interactive Examples
Write another way to group the factors.
Then find the product.
Practice and Homework 1. (3 × 2) × 5 2. (4 × 3) × 2 3. 2 × (2 × 8)

3 × (2 × 5) 4 × (3 × 2) (2 × 2) × 8
Understand the Associative
____ ____ ____

Property of Multiplication 30
____ 24
____ 32
____

4. 9 × (2 × 1) 5. 2 × (3 × 6) 6. (2 × 4) × 5
Use the Practice and Homework pages to
(9 × 2) × 1 (2 × 3) × 6 2 × (4 × 5)
provide students with more practice of the ____ ____ ____

concepts and skills presented in this lesson. 18

____ 36
____ ____ 40
Students master their understanding as they Possible groupings are given.
complete practice items and then challenge Use parentheses and multiplication properties.
their critical thinking skills with Problem Then find the product.
Solving. Use the Write Math section to 7. ( 9 × 1 )× 5 = _
45 8. ( 3 × 3 )× 2 = _
18 9. ( 2 × 4 )× 3 = _
24
determine students’ understanding of content
for this lesson. Encourage students to use their
Math Journals to record their answers. 10. 7 ×( 2 × 3) = _
42 11. 4 ×( 1 × 3 ) = _
12 12. 10 ×( 2 × 4 ) = _
80

Problem Solving Real

World
13. Rei and Maria are going to the county 14. Angel’s garden has 3 rows of carrots
fair. Admission costs $4 per person for with 3 plants in each row. Next year,
each day. They plan to go for 3 days. he plans to plant 4 times the number
© Houghton Mifflin Harcourt Publishing Company

How much will the girls pay for all of rows. How many plants will he have
3 days? next year?

$24
_______ 36 plants
_______

15. WRITE Math Why would you use the Associative Property of Multiplication
to solve (10 × 4) × 2? How would you regroup the factors?
Check students’ work.

Chapter 5 • Lesson 6 213

3_mflese661030_c05p06.indd 213 29/07/21 10:26 PM

PROFESSIONAL
DEVELOPMENT MATH TALK IN ACTION
The class discusses Franklin’s answer to Problem 6. Franklin: 8 × 5. I know that is 40.

Franklin: I ended up with 2 × 20. How do I multiply that? Lizzy:  ou could have doubled 20 to get the same
Y
answer. Multiplying by 2 is the same thing as
Teacher: Where did you put the parentheses to solve the doubling. So even though it was a big number,
problem? you could just double it.
Franklin: I put the parentheses around 4 × 5. That’s how Teacher: Very good, Lizzy. You and Franklin both got the
I got 2 × 20. same answer for the problem.
Teacher: Can you group the factors another way?
Franklin: I could multiply 2 × 4 first.
Teacher: Then what multiplication would you have left to
solve?

213 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
16. There are 2 benches in each car of a 17. Crystal has 2 CDs in each box. She students in previously taught concepts and to
train ride. Two people ride on each has 3 boxes on each of her 6 shelves. promote content retention.
bench. If a train has 5 cars, how many How many CDs does Crystal have?
people can be on a train?

20 people 36 CDs

Spiral Review
18. Find the sum. 19. Trevor made a picture graph to show
how many minutes each student
biked last week. This is his key.

472 Each = 10 minutes.

+
__186 What does stand for?
658

25 minutes

20. Madison has 142 stickers in her 21. There are 5 pages of photos.
collection. What is 142 rounded Each page has 6 photos. How
to the nearest ten? many photos are there?
© Houghton Mifflin Harcourt Publishing Company

140 30 photos

214 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05p06.indd 214 29/07/21 10:26 PM

Chapter 5 • Lesson 6   214

LESSON
5.7 Lesson at a Glance
Patterns on the Multiplication Table

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.3.3 Identify, create and extend numerical patterns. I can use properties to explain patterns on the multiplication
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit table.
number and two-digit number. Apply properties of multiplication to
find a product of one-digit whole numbers. Learning Goal
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with Identify and explain patterns on the multiplication table.
products from 0 to 144, and related division facts.
Language Objective
● MA.3.AR.3.1 Determine and explain whether a whole number from 1
Students share with a partner how to use properties to
to 1,000 is even or odd.
explain patterns on the multiplication table.
Mathematical Thinking & Reasoning Standards MATERIALS
● MTR.2.1 Demonstrate understanding in multiple ways. • MathBoard
● MTR.4.1 Engage in discussions on mathematical thinking. • yellow and blue crayons
● MTR.5.1 Use patterns and structure.

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.AR.3.2 Use repeated addition ● MA.3.AR.3.3 Identify, create and extend ● MA.4.AR.3.2 Generate, describe and
to find the total number of objects in a numerical patterns. extend a numerical pattern that follows a
collection of equal groups. Represent the given rule.
total number of objects using rectangular
arrays and equations.

ABOUT THE MATH

Why Teach This
Some students feel overwhelmed as they try to understand recognize and understand these patterns, they begin to
and remember multiplication facts. A multiplication see how the patterns become a learning tool. Looking for
table, which is mostly made up of number patterns, helps patterns and making generalizations also help students
students see relationships among the facts. As students develop problem-solving skills.

For more professional learning,

215A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 5.7 with the Interactive Student
There are 7 dogs staying at Bow Wow Beach Resort. Each Edition
dog eats 1 can of food a day. How many cans of food will
the dogs eat in a week?
I Can Objective
49 cans I can use properties to explain patterns on the
multiplication table.

Vocabulary Making Connections

• Interactive Student Edition Invite students to tell you what they know about
• Multilingual Glossary patterns.
• What is a pattern? something that repeats itself
Fluency Builder in an orderly way or according to a certain rule
• What kind of patterns have you seen? Have
Mental Math Have students practice multiplication facts
you ever made a pattern yourself? Encourage
for 2 and 4. See how many they can answer in 30 seconds.
students to think about different patterns in art,
2×1=2 4×1=4 music, and mathematics.
2×2=4 4×2=8
Learning Activity
2×3=6 4 × 3 = 12
Show a picture of a group of beetles, each with 6
2×4=8 4 × 4 = 16 legs.
2 × 5 = 10 4 × 5 = 20 • How many legs does each beetle have? 6 legs
2 × 6 = 12 4 × 6 = 24 • How could you find how many legs 2 beetles
have in total? Multiply 2 × 6 or add 6 + 6.
2 × 7 = 14 4 × 7 = 28
• How could you find how many legs 3 beetles
2 × 8 = 16 4 × 8 = 32
have in total? Multiply 3 × 6 or add 6 + 6 + 6.
2 × 9 = 18 4 × 9 = 36
• How does the total number of legs change from
When all students are finished, discuss the strategies they 1 to 2 to 3 beetles? Does it get smaller, larger, or
used to complete the facts. stay the same? It is 6 more each time.; larger

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

Have students stand in small groups with different
numbers of students in each group. Ask questions to each
group, such as: How many fingers are in your group? How
many feet are in your group? How many noses are in your
group?
Ask volunteers to write a multiplication equation to
answer each question.
Next, display the multiplication table and have students
find the same products using the table.

Chapter 5 • Lesson 7   215B

 CorrectionKey=FL-B

LESSON 5.7 CHAPTER 5

Name Lesson 7
2 Explore
Florida’s B.E.S.T.
Patterns on the Multiplication Table ● Algebraic Reasoning 3.AR.3.3, 3.AR.1.1,
3.AR.3.1
I Can use properties to explain patterns on the ● Number Sense & Operations 3.NSO.2.2
● Mathematical Thinking & Reasoning
multiplication table. MTR.2.1, MTR.4.1, MTR.5.1

Real
Unlock the Problem World UNLOCK the Problem Real
World

MTR 5.1 Use patterns and structure. You can use a multiplication table 0 1 2 3 4 5 6 7 8 9 10 11 12
to explore number patterns.
Explain that students will use patterns and 0 0 0 0 0

Activity 1 Possible
strategies to help them learn and remember answers are
1 1 5 6 7

2 2 8 10 12
multiplication facts. Materials ■ MathBoard given.
3 3 9 15 18
• Write the products for the
Activity 1 green squares. What do you
4 4 8 16 20 24

5 5 15 25 30
Materials MathBoard notice about the products?
6 0 6 12 30 36
I see products that are the same. 7
After they complete the products for the 7 35 42

When I reach the product in the 8 0 8 40 48

green squares, have them point to each 9 9 45 54
product and say the corresponding equation. middle, they change order. 10 10 50 60

• Describe how the Commutative Property is Write the multiplication equations

11 11 55 66

shown on the table. Possible answer: The same for the products on your MathBoard.
12 12 60 72

product is shown twice in the green squares, but the What do you notice about the factors?
factors are in a different order. They have the same factors, but the

MTR 4.1 Engage in discussions on factors are in a different order.

mathematical thinking.
• Will this be true in the yellow squares? Explain using a

Math
property you know. Math Talk: Possible
Use Math Talk to focus on answer: I can add
Talk students’understanding of how
yes, because of the Commutative Property of Multiplication
the products for the
columns for 1 and 6 to
© Houghton Mifflin Harcourt Publishing Company

to use patterns in a multiplication table to find Write the products for the yellow squares. find the products for the
products. • Complete the columns for 1, 5, and 6. Look across each row and column for 7.
compare the products. What do you notice?
MTR 2.1 Demonstrate understanding in The products for 6 are the sums of the products Math MTR Engage in discussions on
Talk
multiple ways. for 1 and 5.
4.1 mathematical thinking.
How can you use patterns on
Obtain multiplication tables from eTeacher a multiplication chart to find
other products?
Resources. Have students fold the
multiplication table in half along the diagonal Go Online For more help Chapter 5 • Lesson 7 215
from the upper left to the lower right. Next,
have students shade the products on the
diagonal fold. Have them write an equation
3_mflese661030_c05l07.indd 215 30/07/21 6:31 PM

for some of the shaded products.

• What do you notice about the factors in Multilingual Support
each equation? The factors are the same number.
STRATEGY: Model Language

Point to the multiplication table in the lesson.

• Explain and label the table with key vocabulary such as row,
column, shade, product, and factor. Model the definition for
each term.
• Have students work in teams to label their table.
• Have each member of the team choose a key term and explain its
meaning to the group in their own words.

215 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Activity 2 Possible answers are given.

Activity 2
0 1 2 3 4 5 6 7 8 9 10 11 12
0 0 0 0 0 0 0 0 0 0 0 0 0
Materials ■ yellow and blue crayons 0

• Shade the rows for 0, 2, 4, 6, 8, and 10 yellow.

1 0 1 2 3 4 5 6 7 8 9 10 11 12
Before students begin the activity, ask them
2 0 2 4 6 8 10 12 14 16 18 20 22 24
3 0 3 6 9 12 15 18 21 24 27 30 33 36 to review the meaning of even and odd
• What pattern do you notice about each
shaded row? The products end in 0, 2, 4, 6,
4 0 4 8 12 16 20 24 28 32 36 40 44 48 numbers. As students work on the activity,
and 8; the products are even.
5
6
0
0
5
6
10 15 20 25 30 35 40 45 50 55 60
12 18 24 30 36 42 48 54 60 66 72
continue to focus on how patterns can help
7 0 7 14 21 28 35 42 49 56 63 70 77 84 them remember multiplication facts.
• Compare the rows for 2 and 4. What do you
8 0 8 16 24 32 40 48 56 64 72 80 88 96
notice about the products? 9 0 9 18 27 36 45 54 63 72 81 90 99 108 • How can you use patterns and properties to
The products of 4 are the products of 2 10 0 10 20 30 40 50 60 70 80 90 100 110 120 help you multiply by 0 and 1? The
11 0 11 22 33 44 55 66 77 88 99 110 121 132
product of 0 and a number is always 0. The product of
doubled. 12 0 12 24 36 48 60 72 84 96 108 120 132 144
1 and a number is always that number.
• Shade the columns for 1, 3, 5, 7, and 9 blue.
After discussing any patterns they see, ask the
• What do you notice about the products for each following questions:
shaded column?
The products repeat—even, odd.
• Are all the products for 6 even or odd? even
• Compare the products for the squares where your shaded rows
Write the following on the board:
and columns meet. What do you notice? What do you notice (3 + 3) × 5 = (3 × 5) + (3 × 5)
about the factors?
• What is the product? 30 Is the product even
The products are even. One factor is even and one factor is odd. or odd? even
• What property did we use to show this
pattern? Distributive Property
Share and Show Math
Board
• How does this property explain the pattern?
Math Talk: Possible answer: Possible answer: I know that an odd number added to
1. Use the table to write the products for the row for 2. The product is always even. another odd number will always be an even number. So,
_
0 ,_
2 ,_
4 ,_
6 ,_
8 ,
Math any odd number multiplied by 6 will be even.
MTR Engage in discussions on
Talk
_
10 , _
12 , _
14 , _
16 , _
18 , _
20 4.1 mathematical thinking. Have students use the Distributive Property to
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

What do you notice about
Describe a pattern you see. Possible answer: the product of any number show that any even number multiplied by 6
and 2?
will also have a product that is even. Students
The ones digits repeat—0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
should provide an example.
Is the product even or odd? Write even or odd.

2. 5 × 8 _
even 3. 6 × 3 _
even 4. 3 × 5 _
odd 5. 4 × 4 _
even

216 Florida’s B.E.S.T. Go Math! Grade 3

3 Explain
Math
3_mflese661030_c05l07.indd 216 29/07/21 10:25 PM Share and Show Board

The first problem connects to the learning

Ready for More Verbal / Linguistic
Partners model. Have students use the MathBoard
to explain their thinking.
Materials index cards
MTR 4.1 Engage in discussions on
• Have students write the word even on three mathematical thinking.
index cards and the word odd on three index
cards. Mix the cards and place them facedown. Math Use Math Talk to focus on the fact
Talk that even means multiple of 2.
• One student turns over a card and reads the
word. The partner then says a multiplication Common Errors
equation that has a product that matches the
word on the card.
Common Errors
• The first student writes the multiplication
equation and verifies that it is correct. Error Students confuse odd and even numbers.
• Partners reverse roles and take turns. Example Is the number 40 odd or
even? Student answer: odd
Springboard to Learning Write the
numbers 0, 2, 4, 6, 8 on a strip of paper.
Remind students that if a number ends with
one of these numbers, it is even.

Chapter 5 • Lesson 7   216

 CorrectionKey=FL-B

Name

Use the checked problems for Quick Check. Use the multiplication table. Describe a pattern you see. Possible patterns are given.
6. in the column for 10 7. in the column for 8

Quick MTSS RtI

Quick Check
The ones digit is always 0. Each number The ones digit repeats—0, 8, 6, 4, 2.

Check MTSS RtI is 10 more than the number above it. The products are all even.

If On Your Own
If a student misses the checked
problems Is the product even or odd? Write even or odd.
8. 4 × 8 _
even 9. 5 × 5 _
odd 10. 7 × 4 _
even 11. 2 × 9 _
even
Then Differentiate Instruction with
• Reteach 5.7 12. Use the multiplication table. Rewrite the correct pattern.

• Waggle MA.3.AR.3.3 6, 12, 18, 24, 30, 36

6, 12, 18, 22, 30, 36 _________

Problem Solving · Applications Real

World

Complete the table. Then describe a pattern you see in the products.

4 Elaborate
13. 14.
× 2 4 6 8 10 × 1 3 5 7 9

5 10 20 30 40 50 5 5 15 25 35 45

Possible answers: The ones digit is Possible answers: The ones digit is

On Your Own always zero. The products are even. always 5. The products are odd.

If students complete the checked problems 15. Explain how patterns of the ones digits in the
products relate to the factors in Problems 13 and 14. on the
correctly, they may continue with the On Your Spot
Own section. Possible explanation: When an even factor is multiplied by 5, the ones

digit is always zero. When an odd factor is multiplied by 5, the ones digits
MTR 5.1 Use patterns and structure.
is always 5.
Problem 12 This problem requires students
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

to analyze a pattern and find an error.

Analyzing information helps students check 16. Helene selected an odd number to multiply by the factors in this
table. Write even or odd to describe each product.
their understanding of multiplication patterns.
× 1 2 3 4 5
odd
Problem Solving Real number
odd even odd even odd

Applications World Chapter 5 • Lesson 7 217

Have students read Problem 13. Ask them to

explain how they will solve the problem. 3_mflese661030_c05l07.indd 217 29/07/21 10:25 PM

Meeting Individual Needs

Problem 16 To be able to complete the DO NOT EDIT--Changes must be made through “File info”
Reteach 5.7 Enrich 5.7
DO NOT EDIT--Changes must be made through “File info”

table, students must know that the product

CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

of two odd numbers is odd, the product of Name

LESSON 5.7
Reteach
Name
LESSON 5.7
Enrich

two even numbers is even, and the product

Patterns on the Multiplication Table Pattern Products
of one odd and one even number is even. You can use a multiplication table to explore number patterns. Follow the directions for the multiplication table.

Students also might recognize the pattern Step 1 Shade the columns for 5 and 10
on the multiplication table.
0 1 2 3 4 5 6 7 8 9 10 1 Shade all of the products in the row 0 1 2 3 4 5 6 7 8 9 10

and column for 2. 0 0 0 0 0 0 0 0 0 0 0 0

alternating between odd and even across

0 0 0 0 0 0 0 0 0 0 0 0
Step 2 Look for patterns in the shaded 0 1 2 3 4 5 6 7 8 9 10 1 0 1 2 3 4 5 6 7 8 9 10
1
numbers. 2 Circle all of the products in the row 2 0 2 4 6 8 10 12 14 16 18 20
2 0 2 4 6 8 10 12 14 16 18 20

the table. • The products in the 5s column

end in 0 or 5.
3
4
0
0
3
4
6
8
9 12 15 18 21 24 27 30
12 16 20 24 28 32 36 40
and column for 4.

3 Describe two patterns in the

3
4
0
0
3
4
6 9 12 15 18 21 24 27 30
8 12 16 20 24 28 32 36 40
5 0 5 10 15 20 25 30 35 40 45 50
• The products in the 5s column 5 0 5 10 15 20 25 30 35 40 45 50
products that are shaded or circled.
repeat—even, odd. 0 6 12 18 24 30 36 42 48 54 60 6 0 6 12 18 24 30 36 42 48 54 60
6
• All the products in the 10s 0 7 14 21 28 35 42 49 56 63 70
Possible answer: All the products 7 0 7 14 21 28 35 42 49 56 63 70
7
column are even. 8 0 8 16 24 32 40 48 56 64 72 80 are even. The products of 4 are the
8 0 8 16 24 32 40 48 56 64 72 80

0 9 18 27 36 45 54 63 72 81 90 9 0 9 18 27 36 45 54 63 72 81 90
9
products of 2 doubled. 10 0 10 20 30 40 50 60 70 80 90 100
10 0 10 20 30 40 50 60 70 80 90 100

Is the product even or odd? Write even or odd.

4 Why are some numbers both shaded and circled?
1 5×5 odd 2 6×4 even 3 7×1 odd 4 8×6 even
Possible answer: The numbers that are shaded and circled are
Use the multiplication table. Describe a pattern you see.
products of 2 and 4.
Possible patterns are given.
5 in the row for 2 6 in the column for 3 5 Stretch Your Thinking Shade the row and column for 8.
All the products are The products repeat Compare the products to the products you have already
even. − even, odd; each shaded or circled. What patterns do you see? Check student’s shading.
Possible answer: The products of 8 are the products of 4 doubled; the
number is 3 more than
products of 8 are 4 times as great as the products of 2; all products are
the number above it.
even.

Go Online
30 30
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c05r07.indd 30 10/07/21 6:32 PM 3_mflean1822132_c05e07.indd 30 14/07/21 11:04 AM

217 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

17. MTR Decide if each statement makes sense. Explain your reasoning. Higher-Order Thinking
MTR 4.1 Engage in discussions on
mathematical thinking.
The product of an The product For Problem 17, have students compare
odd number and of two even
an even number is numbers is even.
Grady’s work and Giselle’s work. Elicit from
even.
students that Grady’s work shows 2 equal-
sized groups and Giselle’s work shows groups
of 2.
Grady’s Work Giselle’s Work
As students analyze Grady’s work and Giselle’s
work, guide them to see that when an
odd even even even even even
even number is multiplied by a number,
→

→
3 × 4 = 12 2 × 6 = 12 the product can be grouped into two equal
addends.
• Look at Grady’s work and his drawing. How
did Grady show the product of 12 as two
equal addends? He showed 12 as 6 + 6. Both
I can circle 2 equal groups of 6 I can circle 6 pairs with no tiles addends are 6, so they are equal addends.
with no tiles left over. So, the left over. So, the product
product is even. is even. Encourage students to use other
multiplication equations to reinforce this
Possible explanation: Both statements make sense. They both show how the product concept. Have them use drawings or counters
to illustrate their findings.
can be an even number.
Problem 18 Students write a statement and
18. Write a statement about the product of give an example either as a multiplication
two odd numbers. Give an example to odd odd odd
show why your statement is true.
equation and/or a drawing that supports their
© Houghton Mifflin Harcourt Publishing Company statement.
Possible answer: The product of two odd 3 × 5 = 15

numbers is an odd number. I can circle

5 Evaluate Formative
2 equal groups of 7 with 1 tile left over.

So, the product is odd. Assessment

218 Florida’s B.E.S.T. Go Math! Grade 3

I Can
Have students explain to a partner how
3_mflese661030_c05l07.indd 218 29/07/21 10:25 PM they can use properties to answer the I Can
DIFFERENTIATED INSTRUCTION • Independent Activities statement.
I can use properties to explain patterns on the
multiplication table . . . by using the Commutative
Grab
TM

and Property to find patterns that show the same factors, but
in a different order. I can also use the Associative Property
Version 2.0 and Distributive Property to find patterns for products that
Differentiated Centers Kit are even or odd.

Tabletop Flipchart Readers Math Journal WRITE Math

Mini-lessons for reteaching With Lexile® scores Draw a picture that shows an example of
to targeted small groups a product of two even numbers. Write the
matching multiplication equation.

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 5 • Lesson 7   218

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 5.7
Practice and Homework
• Built-in student supports Patterns on the Multiplication Table
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Is the product even or odd? Write even or odd.
Practice and Homework
even
1. 2 × 7 = ______ Think: Products 2. 4 × 6 = ______
even 3. 8 × 3 = ______
even
with 2 as a factor
Patterns on the Multiplication are even.

Table Use the multiplication table. Describe a pattern you see. Possible patterns are given.
4. in the column for 5 0 1 2 3 4 5 6 7 8 9 10 11 12

Use the Practice and Homework pages to The ones digits repeat—0, 5. Each number 0 0
0
0
1
0
2
0
3
0
4
0
5
0
6
0
7
0
8
0
9 10
0 0
11
0
12
1
provide students with more practice of the is 5 more than the number above it. 2 0 2 4 6 8 10 12 14 16 18 20 22 24
concepts and skills presented in this lesson. 3 0 3 6 9 12 15 18 21 24 27 30 33 36

Students master their understanding as they 5. in the row for 10 4 0 4 8 12 16 20 24 28 32 36 40 44 48

5 0 5 10 15 20 25 30 35 40 45 50 55 60
complete practice items and then challenge Add 10. All the products 6 0 6 12 18 24 30 36 42 48 54 60 66 72

their critical thinking skills with Problem are even. The ones digit is always 0.
7 0
0
7 14 21 28 35 42 49 56 63 70 77 84
8 16 24 32 40 48 56 64 72 80 88 96
8
Solving. Use the Write Math section to 9 0 9 18 27 36 45 54 63 72 81 90 99 108
6. in the rows for 3 and 6
determine students’ understanding of content 10 0 10 20 30 40 50 60 70 80 90 100 110 120
11 0 11 22 33 44 55 66 77 88 99 110 121 132
for this lesson. Encourage students to use their The products of 6 are the products of
12 0 12 24 36 48 60 72 84 96 108 120 132 144
Math Journals to record their answers. 3 doubled.

Problem Solving Real

World
7. Carlos shades a row in the 8. Jenna says that no row or column
multiplication table. The products in contains products with only odd
the row are all even. The ones digits in numbers. Do you agree? Explain.
the products repeat 0, 4, 8, 2, 6. What
yes; Possible explanation: Either the
row does Carlos shade?
© Houghton Mifflin Harcourt Publishing Company

products are all even, or there is an even

and odd number pattern.

the row for 4

9. WRITE Math Draw a picture that shows an example

of a product of two even numbers. Write the matching
multiplication equation.
Check students’ work.

Chapter 5 • Lesson 7 219

3_mflese661030_c05p07.indd 219 29/07/21 10:26 PM

PROFESSIONAL
DEVELOPMENT MATHEMATICAL THINKING AND REASONING

MTR 4.1 Engage in discussions on mathematical Ask questions such as the following to help students
thinking. critique the reasoning of others:
Mathematically proficient students will be able to Teacher: What conclusions did you draw as you worked
analyze situations and justify their conclusions. In this on Problem 4?
lesson, students can use the multiplication chart to Tony: I made the conclusion that each number is 5 more
justify their conclusions and explain them to others. than the number above it.
Other students can respond to the reasoning of their Teacher: Do you all agree with Tony’s conclusion? Why
classmates and determine if their reasoning is flawed. or why not?

219 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
10. Is the product of an odd number and 11. Describe a pattern you see. students in previously taught concepts and to
an even number even or odd? promote content retention.
10, 15, 20, 25, 30

even Possible answers: add 5, even and

then odd

Spiral Review
12. Lexi has 2 cans of tennis balls. There 13. Use the pictograph.
are 3 tennis balls in each can. She buys
2 more cans. How many tennis balls Color of Eyes
does she have now? Blue

Green

Brown

Key: Each = 4 students.

How many students have green eyes?

12 tennis balls 16 students

14. Sasha bought 3 boxes of pencils. If 15. Find the sum.

each box has 6 pencils, how many
219
pencils did Sasha buy? © Houghton Mifflin Harcourt Publishing Company
+
__763
982

18 pencils

220 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05p07.indd 220 29/07/21 10:26 PM

Chapter 5 • Lesson 7   220

LESSON
5.8 Lesson at a Glance
Multiply with 8

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide I can use multiple strategies to multiply with 8.
using related facts with procedural reliability.
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit Learning Goal
number and two-digit number. Apply properties of multiplication to Use doubles, a number line, or the Associative Property of
find a product of one-digit whole numbers. Multiplication to multiply with the factor 8.
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with
products from 0 to 144, and related division facts.
Language Objective
Students select one of the strategies they can use to multiply
Mathematical Thinking & Reasoning Standards with 8 and give reasons why it is the best.
● MTR.2.1 Demonstrate understanding in multiple ways.
MATERIALS
● MTR.3.1 Complete tasks with mathematical fluency. • MathBoard
● MTR.4.1 Engage in discussions on mathematical thinking.
● MTR.5.1 Use patterns and structure.

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.3.NSO.2.1 Add and subtract multi- ● MA.3.NSO.2.4 Multiply two whole ● MA.4.NSO.2.1 Recall multiplication facts
digit whole numbers including using numbers from 0 to 12 and divide using with factors up to 12 and related division
a standard algorithm with procedural related facts with procedural reliability. facts with automaticity.
fluency.

ABOUT THE MATH

Teaching for Depth
This lesson presents several ways to multiply with 8 such The goal is to make multiplying by 8 flexible and fast
as making jumps of 8 on a number line and doubling the for the student and to enhance students’ understanding
product of 4 and the other factor. of the concepts. This is accomplished by using visual
representations, exploring strategies, applying properties,
In this lesson, students also apply the Associative Property
and solving problems in context.
of Multiplication and write word problems to deepen their
understanding of multiplication and increase their facility
with basic facts.

For more professional learning,

221A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 1 Engage
with the Interactive Student
Edition
DAILY ROUTINES I Can Objective
I can use multiple strategies to multiply with 8.
Problem of the Day 5.8 Making Connections
The Kwan family is driving 297 miles from Erie, Invite students to tell you what they know about spiders.
Pennsylvania, to Philadelphia, Pennsylvania. They have
already driven 238 miles. How many miles do they have • When was the last time you saw a spider or a
left to drive? spider web?
• Are you afraid of spiders? What do spiders eat?
59 miles
Learning Activity
Vocabulary Show students a picture or drawing of 7 spiders,
each with 8 eyes.
• Interactive Student Edition
• How many spiders are there? 7 spiders
• Multilingual Glossary
• How many eyes does each spider have 8 eyes
• How can we find how many eyes there are in all?
Fluency Builder Possible answers: add 8 + 8 + 8 + 8 + 8 + 8 + 8,
Mental Math Have students practice skip counting by multiply 7 × 7 and then add another 7
twos, threes, fours, fives, and sixes to build number sense. Common Errors
Write the following series of numbers on the board.Have
students identify the skip-counting pattern and continue
each pattern for four more elements. Common Errors
14 ____,
1. 2, 4, 6, 8, 10, 12, ____, 16 ____,
18 ____
20 Error Students may find an incorrect product if
21 ____,
2. 3, 6, 9, 12, 15, 18, ____, 24 ____,
27 ____
30 they use repeated addition to find the product.
28 ____,
3. 4, 8, 12, 16, 20, 24, ____, 32 ____,
36 ____
40 Example 8 ∙ 8 ∙ 63
35 ____, 45 ____
40 ____, 50 Springboard to Learning Use the
4. 5, 10, 15, 20, 25, 30, ____,
Distributive Property and break apart one of
48 ____,
42 ____,
5. 6, 12, 18, 24, 30, 36, ____, 60
54 ____ the 8s to make two facts students already
know, such as 5 × 8 and 3 × 8, and add the
products together. Review doubling a 4s fact.
4 × 8 = 32. 32 doubled is 64. Also, introduce
FOCUSING ON THE WHOLE STUDENT adding a number of 8s from a fact they know:
8 × 8 is 6 × 8 + 8 + 8.

Access Prior Knowledge

Use iTools: Use counters to review using equal groups to
multiply with 2 and 4. Create 2 equal groups of 2.
• How can you find how many counters there are in 2 groups?
Possible answers: double 2 to get 4; multiply 2 × 2 = 4
Create 4 equal groups of 2.
• What if we make 4 groups of 2? How can you find how many
counters there are in all? Possible answers: double the
number of counters that were in 2 groups, 4 + 4 = 8;
multiply 4 × 2 = 8

Chapter 5 • Lesson 8   221B

 CorrectionKey=FL-B

LESSON 5.8 CHAPTER 5

Name Lesson 8
2 Explore
Florida’s B.E.S.T.
Multiply with 8 ● Number Sense & Operations 3.NSO.2.4,
3.NSO.2.2
I Can use multiple strategies to multiply with 8. ● Algebraic Reasoning 3.AR.1.1
● Mathematical Thinking & Reasoning
MTR.2.1, MTR.3.1, MTR.4.1, MTR.5.1

Real UNLOCK the Problem Real

Unlock the Problem World World
A scorpion has 8 legs. How many legs do • How many legs does one scorpion have?
MTR 2.1 Demonstrate understanding in 5 scorpions have?
multiple ways. Find 5 × 8.
8 legs
• What are you asked to find?
Check that students understand what they One Way Use doubles.
need to find and what operation they can use how many legs 5 scorpions have
5×8=■
to find it.

→→
One Way 4+4
Think: The factor 8 is an even number. 4 + 4 = 8
In this method, students use doubles as a
5×4=_
20
strategy to multiply with 8.
20 doubled is _
40 .
• Why can you double a 4s fact to find the 5×8=_
40
product for an 8s fact? Possible answer: doubling
4 gives me 8, so doubling a 4s fact gives me an 8s fact. So, 5 scorpions have _
40 legs.

• What other facts can you double to find

other facts? Possible answer: I can double a 2s fact to Another Way Use a number line.
find a 4s fact; I can double a 3s fact to find a 6s fact; and © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©PhotoSpin, Inc./Alamy Images
Check students’ work.
Use the number line to show 5 jumps of 8.
I can double a 5s fact to find a 10s fact.

Another Way
Another method is to use a number line. 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40

• What numbers do you land on when you So, 5 jumps of 8 is _

40 . _
5 ×_
8 =_
40
Common Error
make 5 jumps of 8 on the number line? Be sure to count the
8, 16, 24, 32, 40 spaces between the tick
• Describe two different ways you can use doubles to marks, not the tick marks.
• What numbers would you land on if you find 6 × 8.
used the Commutative Property, or 8 ∙ 5?
Possible answer: I can find 3 × 8 and then double the product; 24 + 24 = 48. Or I can
5, 10, 15, 20, 25, 30, 35, 40
find 6 × 4 and then double the product; 24 + 24 = 48.
Help students understand that there is more
than one way to find a product using doubles Go Online For more help Chapter 5 • Lesson 8 221
when both factors are even numbers. Point
out that it does not matter which factor
students choose to double, as long as they 3_mflese661030_c05l08.indd 221 29/07/21 10:25 PM

remember the steps:

• Choose an even factor. What number
doubles to make this factor?
Multilingual Support
• Find the product of this number and the STRATEGY: Illustrate Understanding
other factor in the original problem.
Explain that drawing an array can help you better understand a
• Double the product. multiplication problem.
• Have students draw an array with 5 rows of 8.
• Chorally skip count by 8s to count the tiles. Have students label
each row of the array—8, 16, 24, 32, 40.
• Have students discuss how their arrays help them solve
multiplication problems.

221 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Example Use the Associative Property of Multiplication.

Example
Scorpions have two eyes on the top of the head
and usually two to five pairs along the front corners Have students think of 8 as 2 × 4. By using
of the head. If each scorpion has 6 eyes, how many Math Talk: yes; Possible these factors rather than the number 8 itself,
eyes would 8 scorpions have? explanation: I can use the students can use the Associative Property of
Associative Property of
8×6=■
Multiplication to show 8
Multiplication to group factors together into
8 × 6 = (2 × 4) × 6 Think: 8 = 2 × 4 times a number is the same multiplication facts they know already.
as 2 ∙ (4 ∙ a number).
8 × 6 = 2 × (4 × 6) Use the Associative Property.
Multiplying by 2 is the same
• Is 2 ∙ 24 a basic fact? no
8×6=2×_
24 Multiply. 4 × 6 thing as doubling, so the • How can you use addition to help you
product is always even.
8×6=_
24 + _
24 Double the product. find 2 ∙ 24? I know that multiplication is repeated
Math MTR Complete tasks with
addition, so I can add 24 + 24 to find the product.
8×6=_
48
Talk 3.1 mathematical fluency.
When you multiply with 8,
MTR 3.1 Complete tasks with mathematical
will the product always be fluency.
Share and Show Math
Board
even?

Math Use Math Talk to focus on

1. Explain one way you can find 4 × 8. Possible explanation:
Talk students’ understanding of the fact
I can find 2 ∙ 8 and then double the product. 2 ∙ 8 ∙ 16 and 16 ∙ 16 ∙ 32, so 4 ∙ 8 ∙ 32.
that the product of an even number and any
Find the product.
other number is even. Show how any even
2. 3 × 8 = _
24 3. 16 = 8 × 2
_ 4. 56 = 7 × 8
_ 5. 9 × 8 = _
72
number can be rewritten as 2 times another
On Your Own factor.

3 Explain
Find the product.

6. 48 = 6 × 8
_ 7. 10 × 8 = _
80 8. 24 = 8 × 3
_ 9. 1 × 8 = _
8

10. 4 × 8 = _
32 11. 5 × 8 = _
40 12. 0 × 8 = _
0 13. 8 × 8 = _
64 Math
© Houghton Mifflin Harcourt Publishing Company
Share and Show Board

© Houghton Mifflin Harcourt Publishing Company

14. 6 15. 8 16. 5 17. 3 18. 10 19. 7
×8
_ ×2
_ ×8
_ ×8
_ × 8
_ ×8
_ The first problem connects to the learning model.
48 16 40 24 80 56
Have students use the MathBoard to explain
20. Jamal buys 4 sets of animal postcards and
5 sets of nature postcards. Each set has 6 cards.
their thinking.
How many postcards does Jamal buy? Use the checked problems for Quick Check.
54 postcards Students should show their answers for the
222 Florida’s B.E.S.T. Go Math! Grade 3 Quick Check on the MathBoard.

Quick MTSS RtI

3_mflese661030_c05l08.indd 222 29/07/21 10:25 PM Quick Check
Check MTSS RtI
If
If a student misses the checked
Ready for More Logical / Mathematical
Individual / Partners problems
Then
• Have students complete the problems below by Differentiate Instruction with
finding the number represented by each shape. • Reteach 5.8
1. ▲3 × 8 = 24 • Waggle MA.3.NSO.2.4
2. ●
4 ×● 4 = 16

3. ■
9 + 3 = 12
4 Elaborate
4. ♥
1 ×8=8

• Have students write some problems of their own On Your Own

and exchange them with other students to solve.
If students complete the checked problems
correctly, they may continue with the On Your
Own section.

Chapter 5 • Lesson 8   222

 CorrectionKey=FL-B

Name

Problem Solving Real Problem Solving · Applications Real

Applications World World

Use the table for Problems 21–24.

Have students look at the title of the
21. About how much rain falls in the
table. Point out that “Yearly” means 1 year.
Chihuahuan Desert in 6 years? Explain Average Yearly Rainfall in
MTR 2.1 Demonstrate understanding in how you can use doubles to find the North American Deserts
answer. about 48 inches; Possible explanation:
multiple ways. Desert Inches
I can double the product 6 × 4 to find 6 × 8.
Have students read Problem 21 and discuss Chihuahuan 8
6 × 4 = 24 and 24 + 24 = 48, so 6 × 8 = 48. Great Basin 9
what they need to know and how they can
Mojave 4
find the answer using doubles.
22. In 2 years, about how many more inches Sonoran 9
Problem 22 Students need to first multiply to of rain will fall in the Sonoran Desert than in the
find the rainfall in 2 years for each desert and Chihuahuan Desert? Explain.
then compare and subtract. about 2 more inches; Possible explanation: Sonoran is 2 × 9 = 18.

MTR 4.1 Engage in discussions on Chihuahuan is 2 × 8 = 16. 18 − 16 = 2 inches

mathematical thinking. 23. MTR Look back at Problem 22. Write and show how
Have students share the problem they wrote, to solve a similar problem by comparing two different
deserts. Possible problem: In 2 years, about how much more rain will fall in the Great
their solution, and their explanation for
Problem 23. Basin Desert than in the Mojave Desert? about 10 more inches; Great Basin: 2 × 9 = 18,

Problem 25 The True/False format of this Mojave: 2 × 4 = 8, 18 − 8 = 10 inches

item requires that students analyze each
multiplication equation to determine its 24. How can you find about how many inches of rain will fall
on the
in the Mojave Desert in 20 years? Possible answer: Spot
validity. Students must know how to multiply
I can think of 20 × 4 as (2 × 10) × 4 or 10 × (2 × 4). 10 × 8 = 80,
with 8 as a factor. Students who incorrectly
select false for 25a may not recognize that so 20 × 4 = 80 inches.
3 × (2 × 4) is equivalent to 3 × 8.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

25. For Problems 25a–25d, select True or False

for each multiplication equation.
25a. 3 × (2 × 4) = 24 ● True ● False
25b. 4 × 8 = 32 ● True ● False
25c. 7 × 8 = 72 ● True ● False
25d. 2 × (5 × 8) = 80 ● True ● False
Chapter 5 • Lesson 8 223

3_mflese661030_c05l08.indd 223 29/07/21 10:25 PM

Meeting Individual Needs

Reteach 5.8 Enrich 5.8
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

MTSS RtI1
CorrectionKey=FL-A CorrectionKey=FL-A

LESSON 5.8 LESSON 5.8

Name Name
Reteach Enrich

Multiply with 8 Product Pyramids

The number in each box of a pyramid is the product of
You can break apart arrays to multiply with 8.
the two numbers below it. Use multiplication to find the
Candace works at a candle shop.
missing numbers in each product pyramid.
She places candles in a box for display.
The box has 7 rows of 8 candles. 1 2
16 32
How many candles are in the box in all?
You can break apart an array to find 7 × 8. 2 8 8 4

Step 1 Draw 7 rows of 8 squares.

1 2 4 2 4 1

3 4
Step 2 Draw a dashed line to break 48 24
apart the array into two smaller arrays
to show facts you know. 6 8 8 3
7 × 8 = (7 × 4) + (7 × 4)
3 2 4 8 1 3
7×8= 28 + 28
7×8= 56 7×4 7×4 5 6
40 64
So, there are 56 candles in the box.
8 5 8 8

Find the product. 8 1 5 2 4 2

1 3 × 8 = 24 2 0 = 0 × 8 3 2 × 8 = 16 4 4 × 8 = 32 7 8
72 80

9 8 10 8
5 72 =9×8 6 5×8= 40 7 8 × 10 = 80 8 64 = 8 × 8
9 1 8 5 2 4

9 Haylie’s work is shown To find 8 × 9, I can find

9 6 10 10 11 8 12 8 13 1
× 8 × 8 × 4 × 3 × 8 on the right. Is it correct? If not, find her 4 × 9 then double the
48 80 32 24 8 mistake and write a correct answer. product.
No. Her mistake is that 4 × 9 = 36,
4 × 9 = 32
Go Online not 32. Double 36: 36 + 36 = 72;
8 × 9 = 72
32 + 32 = 64
So, 8 × 9 = 64.
31 31
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c05r08.indd 31 10/07/21 6:32 PM 3_mflean1822132_c05e08.indd 31 10/07/21 5:04 PM

223 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Cross-Curricular: Science
Cross-Curricular: Science
There are 90 species of scorpions that live in the United
States. Only 3 species of scorpions live in Arizona. They Have students read the facts about scorpions.
are the Arizona bark scorpion, the Desert hairy scorpion, Point out that these physical characteristics
and the Stripe-tailed scorpion. and behaviors are used to classify scorpions.
Then have them circle the information
in the paragraphs they used to answer
Facts About Scorpions
Problems 26–28.
Scorpions:
• are between 1 and 4 inches long
• mostly eat insects
• glow under ultraviolet light
Higher-Order Thinking
They have: To extend Problem 28, have students write a
• 8 legs for walking multiplication equation for the problem.
• 2 long, claw-like pincers used
to hold their food ▲ Scorpions glow under
• a curled tail held over their body ultraviolet light.
with a stinger on the tip

26. How many species of scorpions live in the United States, but do not live
5 Evaluate Formative
Assessment
in Arizona?

87 species of scorpions
I Can
Have children share with a partner at

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Malpolon/Shutterstock

27. Students saw 8 scorpions. What multiplication
equations can help you find how many pincers and least two ways they can answer the I Can
legs the 8 scorpions had? statement.
I can use multiple strategies to multiply
8 ∙ 2 ∙ 16; 8 ∙ 8 ∙ 64; 16 ∙ 64 ∙ 80 pincers and legs in all with 8 . . . by using the Distributive Property to break 8
28. Three scorpions were in a display with ultraviolet light. into two factors I know or facts that are easier. Or, I can
Eight groups of 4 students saw the display. How many use the Associative Property of Multiplication to work with
students saw the glowing scorpions? a fact I know. I can also use doubles, arrays, pictures, or
skip counting on a number line.
32 students

Math Journal WRITE Math

224 Florida’s B.E.S.T. Go Math! Grade 3 What two facts can you double to find
8 ∙ 4? Explain.

3_mflese661030_c05l08.indd 224 29/07/21 10:25 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 5 • Lesson 8   224

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 5.8
Practice and Homework
• Built-in student supports Multiply with 8
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Find the product.
Practice and Homework 80
1. 8 × 10 = _ 2. 8 × 8 = _
64 3. 8 × 5 = _
40 4. 3 × 8 = _
24

Multiply with 8 32 = 4 × 8
5. _ 6. 8 × 7 = _
56 7. 6 × 8 = _
48 72 = 9 × 8
8. _
Use the Practice and Homework pages to
provide students with more practice of the
concepts and skills presented in this lesson. 9. 8 10. 9 11. 8 12. 8 13. 4
×8
_ ×8
_ ×3
_ ×1
_ ×8
_
Students master their understanding as they 64 72 24 8 32
complete practice items and then challenge
their critical thinking skills with Problem
Solving. Use the Write Math section to
Problem Solving Real
determine students’ understanding of content World
for this lesson. Encourage students to use their
14. There are 6 teams in the basketball 15. Lynn has 4 stacks of quarters. There
Math Journals to record their answers. league. Each team has 8 players. How are 8 quarters in each stack. How many
many players are there? quarters does Lynn have?

48 players
_______ 32 quarters
_______

16. Tomas is packing 7 baskets for a fair. 17. There are 10 pencils in each box. If
He is placing 8 apples in each basket. Jenna buys 8 boxes, how many pencils
How many apples are there will she buy?
in the baskets?

56 apples 80 pencils
© Houghton Mifflin Harcourt Publishing Company

_______ _______

18. WRITE Math What two facts can you double to find
8 × 4? Explain.
Check students’ work.

Chapter 5 • Lesson 8 225

3_mflese661030_c05p08.indd 225 29/07/21 10:27 PM

225 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
19. Find the product. 20. There are 7 tarantulas in the spider students in previously taught concepts and to
exhibit at the zoo. Each tarantula promote content retention.
5×8= has 8 legs. How many legs do the
7 tarantulas have?

40 56 legs

Spiral Review
21. Find the difference. 22. The school library received an
order of 232 new books. What is
232 rounded to the nearest ten?
652
−
__ 99
553
230

23. Sam’s pictograph shows that 8 24. Tashia buys 5 packages of oranges.
students chose pizza as their favorite Each package has 4 oranges. How
lunch. This is the key for the graph. many oranges does Tashia buy?

Each = 2 students.

How many should be next to pizza

on Sam’s graph? © Houghton Mifflin Harcourt Publishing Company

4 20 oranges

226 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05p08.indd 226 29/07/21 10:27 PM

Chapter 5 • Lesson 8   226

LESSON
5.9 Lesson at a Glance
Multiply with 9

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide I can use multiple strategies to multiply with 9.
using related facts with procedural reliability.
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit Learning Goal
number and two-digit number. Apply properties of multiplication to Use the Distributive Property with addition or subtraction or
find a product of one-digit whole numbers. patterns to multiply with the factor 9.
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with
products from 0 to 144, and related division facts.
Language Objective
Students write in their Math Journal describing the strategies
Mathematical Thinking & Reasoning Standards they can use to multiply with 9.
● MTR.2.1 Demonstrate understanding in multiple ways.
MATERIALS
● MTR.3.1 Complete tasks with mathematical fluency. • MathBoard
● MTR.4.1 Engage in discussions on mathematical thinking.
● MTR.5.1 Use patterns and structure.

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.4 Multiply two whole ● MA.4.NSO.2.1 Recall multiplication facts
two whole numbers with sums up to numbers from 0 to 12 and divide using with factors up to 12 and related division
1,000. Explore the subtraction of a whole related facts with procedural reliability. facts with automaticity.
number from a whole number, each no
larger than 1,000.

ABOUT THE MATH

Why Teach This
Presenting more than one way to multiply with 9 gives Use the pattern to find 9 × 8. Think: one less than 8 is 7.Write
students flexibility in choosing a strategy. 7 in the tens place of the product. The digit in the ones place
would be 2, because 9 − 7 equals 2. So, 9 × 8 = 72.
In this lesson, students use the pattern that the sum of
the digits of a two-digit product with 9 as a factor is 9. For Students also use the Distributive Property to partition a
example, 9 × 7 = 63. Note that 6 + 3 = 9. The tens digit factor to make two facts that they already know. Students
in the product is one less than the other factor. The ones use the Distributive Property with subtraction. For example:
digit can be added to the number in the tens place to get 9. 6 × 9 = 6 × (10 − 1) = (6 × 10) − (6 × 1) = 60 − 6 = 54

For more professional learning,

227A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 5.9 with the Interactive Student
Josephine has 3 boxes, each with 5 pencils, and 6 Edition
packages, each with 2 markers. How many more pencils
does Josephine have than markers?
I Can Objective
3 I can use multiple strategies to multiply with 9.

Making Connections
Vocabulary Invite students to tell you what they know about
• Interactive Student Edition ants.
• Multilingual Glossary
• Where do ants live?
• Have you ever seen an ant hill?
Fluency Builder • What did it look like?
Mental Math Have students practice multiplication facts
for 3. See how many they can complete in 30 seconds. • Have you ever seen ants outside?

3×1=3 1×3=3 • How many did you see? What were they doing?

3×2=6 2×3=6 Learning Activity

3×3=9 3×3=9 Tell a story about 9 groups of ants with 6 ants in
each group. How many ants are there altogether?
3 × 4 = 12 4 × 3 = 12
• What do you want to know? how many ants
3 × 5 = 15 5 × 3 = 15
there are in total
3 × 6 = 18 6 × 3 = 18
• How many ants are in each group? 6 ants
3 × 7 = 21 7 × 3 = 21
• How many groups are there? 9 groups
3 × 8 = 24 8 × 3 = 24
• What operations could you use to find the total
3 × 9 = 27 9 × 3 = 27 number of ants? addition or multiplication
When all students are finished, discuss the strategies they • What expressions could you use to find the
used to complete the facts. total number of ants? 6 + 6 + 6 + 6 + 6 + 6 + 6
+ 6 + 6 or 9 × 6
Common Errors
FOCUSING ON THE WHOLE STUDENT Common Errors

Access Prior Knowledge Error Students may write incorrect products

when using patterns to multiply with 9.
Have students review skip counting by 10s. As the class Example 7 ∙ 9 ∙ 81 They subtracted 1
counts by 10s in unison to 100, write the numbers on the from 9 instead of 7 to find the tens digit.
board.
Springboard to Learning Point out that
10 20 30 40 50 60 70 80 90 100 the product needs to be less than 10 times
• What patterns do you notice in the numbers and the the number. So the product 7 × 9 has to
word names you said? Possible answers: the numbers be less than 70. The tens digit would be 6.
are 1 through 10 with a 0 at the end. The word names Then check that the sum of the digits in the
for 20 through 90 all end in ‘ty’. product is 9. 7 × 9 = 63

Chapter 5 • Lesson 9   227B

 CorrectionKey=FL-B

LESSON 5.9 CHAPTER 5

Name Lesson 9
2 Explore
Florida’s B.E.S.T.
Multiply with 9 ● Number Sense & Operations 3.NSO.2.4,
3.NSO.2.2
I Can use multiple strategies to multiply with 9. ● Algebraic Reasoning 3.AR.1.1
● Mathematical Thinking & Reasoning
MTR.2.1, MTR.3.1, MTR.4.1, MTR.5.1

Real UNLOCK the Problem Real

Unlock the Problem World World
Olivia’s class is studying the solar system.
MTR 2.1 Demonstrate understanding in Seven students are making models of the
• What are you asked to find?

multiple ways. solar system. Each model has 9 spheres (eight how many spheres the
for the planets and one for Pluto, a dwarf
Be sure that students understand why they planet). How many spheres do the 7 students
students need in all

can multiply to find the answer to this need for all the models? • How many students are making
problem. models? __
7 students
Find 7 × 9.
One Way
In this method, students use the Distributive One Way Use the Distributive Property.

Property as a strategy to break apart a A With multiplication and addition

fact for 9 into two facts that are easier to
7×9=■
multiply. Help students see that they can use
subtraction as well as addition when using the Think: 9 = 3 + 6 7 × 9 = 7 × (3 + 6)
Distributive Property.
Multiply each addend by 7. 7 × 9 = (7 × 3) + (7 × 6)
• Why do you multiply 3 and 6 by 7 in
Add the products. 7×9=_
21 + _
42
Example A? Possible answer: 3 + 6 = 9; instead of
multiplying by 9, I can break up 9 into 3 and 6. It’s easy 7×9=_
63
to multiply both 3 and 6 by 7.
B With multiplication and subtraction
• What other addends could you use for 9,
7×9=■
instead of 3 and 6? Possible answer: 4 and 5.
7 × 9 = 7 × (10 − 1)
• Why do you multiply 10 and 1 in Example B? Think: 9 = 10 − 1
© Houghton Mifflin Harcourt Publishing Company

Possible answer: 10 – 1 = 9. It is easy to find 7 × 10 Multiply each number by 7. 7 × 9 = (7 × 10) − (7 × 1)

and 7 × 1.
Subtract the products. 7×9=_
70 − _
7
• How does the Distributive Property work
7×9=_
63
using subtraction? Possible answer: If you use a
subtraction fact that equals 9, you can multiply the So, 7 students need _
63 spheres for all the models.
numbers and then subtract the products to find the
same answer.
Go Online For more help Chapter 5 • Lesson 9 227
• How could you use a ten and the
subtraction strategy to find 5 ∙ 9? Possible
answer: (5 × 10) – (5 × 1); 50 – 5 = 45 3_mflese661030_c05l09.indd 227 29/07/21 10:25 PM

Multilingual Support
STRATEGY: Illustrate Understanding
Students increase their comprehension of word problems by using
the context and visual aids.
• Select a problem from the lesson.
• In pairs, have students identify the pictures and information on
the page that help to explain the problem.
• As they build meaning, have the pairs rephrase the question in
their own words and add any drawings that make it easier to solve
the problem.

Go Online
Video Tutorials and
Interactive Examples

227 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Another Way
The table shows the 9s facts.
Use patterns of 9. Multiply by 9.
Factors Product
Another Way
• What do you notice about the tens digit in the
1×9 9 In this method, students use patterns to find a
2×9 18
product? product with a factor of 9.
3×9 27

The tens digit is _

1 less than the factor that is 4×9 36 • What pattern can you use to find a product
multiplied with 9. 5×9 45 with a factor of 9? Possible answer: write one less
6×9 54
• What do you notice about the sum of the digits than the other factor in the tens place of the product. Then,
7×9 63
in the product? for the ones place of the product, write the number that,
The sum of the digits in the product is always _
9 .
8×9 72 when added to the number in the tens place, equals 9.

So, to multiply 7 × 9, think the tens digit is _

6
9×9 81
Try This!
After students complete the problems, have
and the ones digit is _
3 . The product is _
63 .
them share their strategies with the class.
Try This! Complete the table above. Math MTR Complete tasks with
Use the patterns to find 8 × 9 and 9 × 9. Talk 3.1 mathematical fluency.

Share and Show Math

Board
Explain how you can easily
find the product of 3 × 9. 3 Explain
1. What is the tens digit in the product Math Talk: Possible explanation: I can use a Math
3 × 9? _ 2
pattern. The tens digit will be 1 less than the factor Share and Show Board
that is multiplied with 9, or 3 − 1 ∙ 2. The sum of
Think: What number is 1 less than 3? the digits is 9, so I can think, “2 plus what number The first problem connects to the learning
equals 9?,” or 7. So, the ones digit is 7. I can check model. Have students use the MathBoard to
Find the product. by adding the digits, 2 ∙ 7 ∙ 9. The product is 27.
explain their thinking.
2. 9 × 8 = _
72 3. 18 = 2 × 9
_ 4. 54 = 6 × 9
_ 5. 9 × 1 = _
9
MTR 3.1 Complete tasks with mathematical
On Your Own fluency.
Find the product.
© Houghton Mifflin Harcourt Publishing Company Math Use Math Talk to focus on

© Houghton Mifflin Harcourt Publishing Company

6. 4 × 9 = _
36 7. 5 × 9 = _
45 8. 10 × 9 = _
90 9. 1 × 9 = _
9 Talk
 patterns with the factor 9.
10. 9 11. 9 12. 6 13. 7 14. 4
×5 ×3 ×9 ×9 ×9
Use the checked problems for Quick Check.
_ _ _ _ _
45 27 54 63 36 Students should show their answers for the
Quick Check on the MathBoard.

228 Florida’s B.E.S.T. Go Math! Grade 3 Quick Check MTSS RtI

Quick Check MTSS RtI
If
3_mflese661030_c05l09.indd 228 29/07/21 10:26 PM

If a student misses the checked problems

Ready for More Logical / Mathematical
Individual / Partners
Then Differentiate Instruction with
• Reteach 5.9
• Present the following riddle:
• Waggle MA.3.NSO.2.2
When I am multiplied by 9, the product has a 4
in the tens place. What number am I? 5
• Have students solve the riddle and then create
their own riddles for multiplying with 9.
• You may want to have students share their
4 Elaborate
riddles with the class and have other students
solve them. On Your Own
If students complete the checked problems
correctly, they may continue with the On Your
Own section.

Chapter 5 • Lesson 9   228

 CorrectionKey=FL-B

Name

MTR 5.1 Use patterns and structure. MTR Compare. Write <, >, or =.
Problems 15–20 require students to compare
two basic multiplication facts and write the 15. 2 × 9 = 3 × 6 ● 16. 5 × 9 > 6 × 7 ● 17. 1 × 9 = 3 × 3 ●
correct symbol for the comparison. Have
them record their answer for each basic fact 18. 9 × 4 > 7 × 5 ● 19. 9 × 0 < 2 × 3 ● 20. 5 × 8 > 3 × 9 ●
underneath the problem and then compare
the numbers.
Problem Solving · Applications Real
World

Use the table for Problems 21–24.

Problem Solving Real
Applications World 21. The number of moons for one of the planets can be
found by multiplying 7 × 2. Which planet is it?
Moons
Number of
MTR 2.1 Demonstrate understanding in Neptune Planet Moons

multiple ways. Earth 1

22. This planet has 9 times the number of moons that Mars 2
Problem 21 Have students read and discuss Mars and Earth have together. Which planet is it? Jupiter 79
what they need to find. This problem requires Explain your answer.
Saturn 62
multiplying and then reading a table to find Uranus; Possible explanation: Earth and Mars have Uranus 27
the planet with that number of moons. 3 moons together. 9 × 3 = 27, which is the number of Neptune 14

Problem 22 Students solve a multistep

moons Uranus has.
problem that requires students to interpret
the information from a table to solve a 23. Uranus has 27 moons. What multiplication fact with 9 can be
on the
multiplication problem. used to find the number of moons Uranus has? Describe how Spot
you can find the fact.
Higher-Order Thinking 3 × 9 = 27 or 9 × 3 = 27; Possible explanation: The tens digit in 27 is 1 less

Problem 24 Students are required to use the than the factor that is multiplied with 9, so I know the factor is 1 more
information from the problem and the table
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

than 2, or 3. So, the multiplication fact with 9 is 3 × 9 = 27 or 9 × 3 = 27.

to write a question in which the answer is 18.
Accept all appropriate questions. 24. MTR Nine students made models of Mars and its moons.
The answer is 18. What’s the question?
MTR 2.1 Demonstrate understanding in Possible question: How many moons were in their models?
multiple ways.
To extend their thinking about when
multiplication can be used to find a total, Chapter 5 • Lesson 9 229
have students write a problem that involves
using the table and multiplication. Allow
them to use calculators to find the answer 3_mflese661030_c05l09.indd 229 29/07/21 10:26 PM

when any factors are greater than 10. Have Meeting Individual Needs
them write the factor pairs they used to DO NOT EDIT--Changes must be made through “File info”
Reteach 5.9 Enrich 5.9
DO NOT EDIT--Changes must be made through “File info”

represent their problem and the answer to the

CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

problem on the back of the paper. Then have Name

LESSON 5.9
Reteach
Name
LESSON 5.9
Enrich

them exchange with a partner and solve each Multiply with 9 9s Riddle
other’s problems. Ana goes to the pet store to buy a fish. The store has
Find each product. Then find the product in the code box. Write the
code letter on the line above the exercise number at the bottom of
3 fish tanks. Each tank has 9 fish. How many fish
are in the tanks? the page. Then answer the mystery question.

You can use counters to find the product. CODE

Find 3 × 9. A C D E F H M N O R S T V W Y
Step 1 Make 3 groups of 9 counters. 27 24 40 81 90 9 36 54 18 63 25 0 12 45 72

1 9×5= 45 2 3×8= 24

0 25
3 0×9= 4 5×5=
Step 2 Skip count by 9s to find the total number 63 27
of counters. 5 9×7= 6 3×9=

9, 18, 27 counters 81 40
7 9×9= 8 10 × 4 =
3 × 9 = 27
54 36
So, there are 27 fish in the tanks. 9 6×9= 10 4 × 9 =

9 12
11 9 × 1 = 12 4 × 3 =
Find the product.
72 18
13 8 × 9 = 14 2 × 9 =
1 4 × 9 = 36 2 6×9= 54 3 3×9= 27 4 7×9= 63
90
15 9 × 10 =

5 1×9= 9 6 72 =8×9 7 9 × 5 = 45 8 0 =0×9 H O W M A N Y

11 14 1 10 6 9 13

F A C T O R S D O E S
9 2 10 9 11 9 12 9 13 10
× 9 × 9 × 3 × 4 × 9 15 6 2 3 14 5 4 8 14 7 4
18 81 27 36 90 3
Go Online 9 H A V E ? Answer
11 6 12 7

32 32
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c05r09.indd 32 10/07/21 6:32 PM 3_mflean1822132_c05e09.indd 32 10/07/21 5:03 PM

229 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World Problem Solving Real
25. MTR The school library has 97 books about space. Juan Applications World
and 3 of his friends each check out 9 books. How many
space books are still in the school library? MTR 4.1 Engage in discussions on
mathematical thinking.
a. What do you need to find? how many books about space the school library has left Problem 25 Have students read the problem
and discuss what they need to find. Then have
after Juan and his 3 friends check out their books
them answer the questions and solve the
problem. Students should see that they need
b. Describe one way you can find the answer. First, multiply to find how many books
to use more than one operation to solve the
Juan and his 3 friends check out. Then, subtract that product from 97.
problem.
c. Show the steps you can use to d. Complete the sentences.
Problem 26 Students must select a
solve the problem. comparison symbol from a menu to make an
The library has _
97 space books. equation true. Students who incorrectly select
Possible steps are shown.

9 97
Multiply _ 4 ×_9 to find how the greater than or less than symbol may not
×
_ 4 −
_ 36 many books Juan and his 3 friends recognize that 3 × (3 × 7) is equivalent to
36 61 check out in all.
9 × 7.
After you find the number
of books they check out,
_____
subtract 36 from 97 to find the
number of books still in the library.
So, there are _
in the library.
61 space books still 5 Evaluate Formative
Assessment

26. Circle the symbol that makes the multiplication equation true.
I Can
Have students share with a partner at least
> © Houghton Mifflin Harcourt Publishing Company

9×7 < 3 × (3 × 7) two ways they can answer the I Can statement.
= I can use multiple strategies to multiply
with 9 . . . using patterns of 9. The sum of the digits
in a product with a factor of 9 is always 9. The tens digit
is always one less than the other factor. Or I can use the
Distributive Property to break 9 into factors that I know of
that make the math easier.
230 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05l09.indd 230 29/07/21 10:26 PM

Math Journal WRITE Math
DIFFERENTIATED INSTRUCTION • Independent Activities Explain how you know whether to add
or subtract when you use the Distributive
Property to multiply.
Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 5 • Lesson 9   230

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 5.9
Practice and Homework
• Built-in student supports Multiply with 9
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Find the product.
Practice and Homework 1. 10 × 9 = _90 2. 2 × 9 = _
18 3. 9 × 4 = _
36 4. 0 × 9 = _
0

Multiply with 9
5. 1 × 9 = _
9 6. 8 × 9 = _
72 7. 9 × 5 = _
45 8. 6 × 9 = _
54
Use the Practice and Homework pages to
provide students with more practice of the
concepts and skills presented in this lesson. 9. 10 10. 3 11. 9 12. 6 13. 9
Students master their understanding as they ×9
_ ×9
_ ×8
_ ×9
_ ×1
_
complete practice items and then challenge 90 27 72 54 9
their critical thinking skills with Problem
Solving. Use the Write Math section to
determine students’ understanding of content
for this lesson. Encourage students to use their Problem Solving Real
World
Math Journals to record their answers.
14. There are 9 positions on the softball 15. August bought a book for $9. Now he
team. Three people are trying out for would like to buy 4 other books for the
each position. How many people are same price. How much will he have to
trying out? pay for the other 4 books?

27 people
_______ $36
_______
© Houghton Mifflin Harcourt Publishing Company

16. WRITE Math Explain how you know whether to add

or subtract when you use the Distributive Property
to multiply.
Check students’ work.

Chapter 5 • Lesson 9 231

3_mflese661030_c05p09.indd 231 29/07/21 10:27 PM

CROSS-CURRICULAR

SCIENCE SOCIAL STUDIES

The Stars The Calusa Canoes
• Stars are huge balls of glowing gas in the sky. The sun • The Calusa were a Native American tribe.
is a star, and it is the closest star to us. The sun is not • The Calusa used shells for tools, utensils, and jewelry.
the largest star in the universe.
• They traveled in large canoes. Their biggest canoes
• Some stars appear brighter because they are larger could carry 50 people.
than other stars or closer to Earth.
• What if a Calusa canoe could hold 9 rows of people
• The stars you see in the night sky can form patterns with 2 people in each row? How many people could
and pictures. The Big Dipper is a pattern of 7 stars. fit in the canoe? 18 people
• If you were using gold stars to make 3 designs of the
Big Dipper, how many gold stars would you need?
21 gold stars

231 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
17. Find the product. 18. Clare buys 5 tickets for the high students in previously taught concepts and to
school musical. Each ticket costs $9. promote content retention.
7×9= How much do the tickets cost?

63 $45

Spiral Review
19. The table shows the hair color of girls 20. Miles picked up 9 shirts from the
in Kim’s class. How many girls have dry cleaners. It costs $4 to clean
brown hair? each shirt. How much did Miles
spend to have all the shirts cleaned?
Kim’s Class
Hair Color Number of Girls
Brown
Black
Blonde
Red

6 girls $36

21. In a pictograph, each picture of 22. An array has 8 rows with 4 circles in
a baseball is equal to 5 games won by each row. How many circles are in
a team. The row for the Falcons has the array?
7 baseballs. How many games have © Houghton Mifflin Harcourt Publishing Company

the Falcons won?

35 games 32 circles

232 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05p09.indd 232 29/07/21 10:27 PM

Chapter 5 • Lesson 9   232

LESSON
5.10 Lesson at a Glance
Multiply with 11 and 12

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.4 Multiply two whole numbers from 0 to 12 and divide I can use multiple strategies to multiply with 11 and 12.
using related facts with procedural reliability.
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit Learning Goal
number and two-digit number. Apply properties of multiplication to Use the Distributive Property or patterns to multiply with the
find a product of one-digit whole numbers. factor 11 or 12.
● MA.3.NSO.2.2 Explore multiplication of two whole numbers with
products from 0 to 144, and related division facts.
Language Objective
Students write in their Math Journal describing the strategies
Mathematical Thinking & Reasoning Standards you can use to multiply with 11 or 12.
● MTR.1.1 Actively participate in effortful learning.
MATERIALS
● MTR.2.1 Demonstrate understanding in multiple ways. • MathBoard
● MTR.4.1 Engage in discussions on mathematical thinking.
● MTR.5.1 Use patterns and structure.
● MTR.7.1 Apply mathematics to real-world contexts.

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition ● MA.3.NSO.2.4 Multiply two whole ● MA.4.NSO.2.1 Recall multiplication facts
of two whole numbers with sums up to numbers from 0 to 12 and divide using with factors up to 12 and related division
1,000. Explore the subtraction of a whole related facts with procedural reliability. facts with automaticity.
number from a whole number, each no
larger than 1,000.

ABOUT THE MATH

Why Teach This
Students may have had to stretch themselves as they In this lesson, students use the pattern that the digits of
learned facts for factors 0–9. This lesson reinforces the the product of a one-digit number and 11 repeat and are
thought processes used to find the products of one- the same as the other factor. For multiplication with 12,
digit factors. Students will use the same methods for students note that the facts are double the facts for 6.
multiplication with factors of 2, 3, 4, 5, 6, 7, 8, and 9 now to Students also use the Distributive Property to partition
find the products with factors of 11 and 12. This repetition a factor to make two facts that they already know. This
of method is purposeful. It serves to support students’ method should be familiar to students now.
understanding of the problem-solving skills needed to
become a fully fluent mathematical thinker.

For more professional learning,

233A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 5.10 with the Interactive Student
Carmen has 8 packages of red balloons and 6 packages Edition
of yellow balloons. Each package has 7 balloons. How
many more red balloons does Carmen have than yellow
balloons? I Can Objective
14 more red balloons I can use multiple strategies to multiply with 11
and 12.

Vocabulary Making Connections

• Interactive Student Edition Invite students to tell you what they know about
• Multilingual Glossary painting.
• What types of paintings have you seen?
Fluency Builder • Have you ever been to an art museum?
Subtraction Have students practice 2- and 3-digit • What types of paintings have you made?
subtraction. List the problems on the board and have
students copy and complete them. Learning Activity
28 − 13 = 15 32 − 19 = 13 112 − 51 = 61 Have students design a paint set with 12 of their
favorite colors. How many paint colors would be in
54 − 36 = 18 65 − 38 = 27 273 − 86 = 187
5 paint sets that all had different colors?
41 − 25 = 16 70 − 47 = 23 337 − 92 = 245
• What do you want to know? how many paint
87 − 49 = 38 146 − 14 = 132 259 − 73 = 186 colors there are in total
580 − 268 = 312 428 − 105 = 323 605 − 237 = 368 • How many colors are in each paint set? 12 colors
861 − 379 = 482 • How many sets are there? 5
• What operations could you use the find
the total number of colors? addition or
FOCUSING ON THE WHOLE STUDENT multiplication
• How can we find the total number of colors?
Possible answers: add 12 ∙ 12 ∙ 12 ∙ 12 ∙ 12,
Access Prior Knowledge multiply 10 ∙ 5 and then add 2 more 5s
Use iTools to reinforce basic multiplication facts. Students
can use the setup button to indicate which facts they
want shown on the multiplication table: 0−9, 0−10, or
0−12. Have students begin with a table that shows the
0−9 facts.
• Can you name two fact families that include 8 as a
product?
1 ∙ 8 ∙ 8, 8 ∙ 1 ∙ 8
2 ∙ 4 ∙ 8, 4 ∙ 2 ∙ 8
Have students show 0−12 on the multiplication table to
reinforce basic facts through 12.

Supporting All Learners

Normalize the fact that students may still be challenged
by multiplication problems. Being comfortable using a
strategy and being fluent with multiplication are two
different things. You can be comfortable using a strategy
and still struggle with a problem. That is normal. Keep
using the strategies that work best for you.

Chapter 5 • Lesson 10   233B

 CorrectionKey=FL-B

LESSON 5.10 CHAPTER 5

Name Lesson 10
2 Explore
Florida’s B.E.S.T.
Multiply with 11 and 12 ● Number Sense & Operations 3.NSO.2.4,
3.NSO.2.2
I Can use multiple strategies to multiply with ● Algebraic Reasoning 3.AR.1.1
● Mathematical Thinking & Reasoning
11 and 12. MTR.1.1, MTR.2.1, MTR.7.1

Real
Unlock the Problem World
UNLOCK the Problem Real
Provide more examples of patterns on a World
multiplication table using iTools You can use a multiplication table, 0 1 2 3 4 5 6 7 8 9 10 11 12
Number Charts • Multiplication Chart. strategies, and patterns to multiply with
0 0 0 0 0 0 0 0 0 0 0 0 0 0
11 and 12.
One Way One Way Use the multiplication table. 2
1 0
0
1
2
2
4
3
6
4 5 6 7 8 9 10 11
8 10 12 14 16 18 20 22 24
12

MTR 1.1 Actively participate in effortful Find patterns in the rows and columns for 3
11 and 12.
0 3 6 9 12 15 18 21 24 27 30 33 36

learning. A Look at the row and column for 11.

4 0 4 8 12 16 20 24 28 32 36 40 44 48
5 0 5 10 15 20 25 30 35 40 45 50 55 60
Explain that there are different types What pattern do you see in the
6 0 6 12 18 24 30 36 42 48 54 60 66 72
of patterns that can be found on the products?
7 0 7 14 21 28 35 42 49 56 63 70 77 84
multiplication table. Some patterns have to do The tens and the ones digits are the 8 0 8 16 24 32 40 48 56 64 72 80 88 96
with the digits in the products. Other patterns same when 11 is multiplied by the
9 0 9 18 27 36 45 54 63 72 81 90 99 108

have to do with how the facts are related to 10 0 10 20 30 40 50 60 70 80 90 100 110 120
numbers 1 through 9. 11 0 11 22 33 44 55 66 77 88 99 110 121 132
each other. 12
B Look at the row and column for 12. 0 12 24 36 48 60 72 84 96 108 120 132 144
Once students have noticed the pattern in Part How could you use the 11s facts to find
A, have them compare the row and column the 12s facts? Math MTR Engage in discussions on
Talk
for 10 to the row and column for 11. Show Sample answer: If you add one more
4.1 mathematical thinking.
Explain how you can find the
them what happens when you multiply a 12s facts using the 10s facts.
group of each number to the 11s
number by 10 and then add the number once Math Talk: Possible
fact, you will get the 12s fact.
more to that product. answer: If you add two
more groups of each
Have students complete the steps and the C How are the 6s facts and the 12s facts
© Houghton Mifflin Harcourt Publishing Company

related? number to the 10s fact,

chart and then, as a class, compare answers. you will get the 12s fact.
Possible answer: The 12s facts are
MTR 4.1 Engage in discussions on
double the 6s facts.
mathematical thinking.

Math Use Math Talk to focus on the

Talk relationship between the factor 10
and the factor 12. Go Online For more help Chapter 5 • Lesson 10 233

3_mflese661030_c05l10.indd 233 30/07/21 5:44 PM

Multilingual Support
STRATEGY: Develop Meaning
Students communicate about multiplication concepts using these
terms: multiplication equation and fact.
• Have students open their Math Journals and write as you
demonstrate each term.
• Give an example of a multiplication equation.
• Explain that the word fact is also used to refer to a type of
multiplication equation. A fact about 11 or an 11s fact is a
multiplication equation that includes 11 as a factor.
• Use the multiplication table to write a fact about 11 and a fact
about 12.
• Have students share the facts they have written and discuss.
Go Online
Video Tutorials and
Interactive Examples

233 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Another Way Use the Distributive Property.

Multiply. 9 ∙ 12 ∙ ■ Another Way

In this method, students use the Distributive
12 = 10 + 2
Property and addition to multiply by 12 and 11.
9 × 12 = 9 × (10 + 2)
Students use 10 as a factor by writing 12 as
9 × 12 = 9 × _
10 + _
9 ×2 Multiply each addend by 9.
10 + 2 and 11 as 10 + 1.
9 × 12 = _
90 + _
18 Find each product.

3 Explain
9 × 12 = _
108 Add the products.

Multiply. 11 ∙ 5 ∙ ■
11 = 10 + 1
Math
11 × 5 = (10 + 1) × 5
Share and Show Board
11 × 5 = 10 × _
5 +_
1 ×5 Multiply each addend by 5.
The first problem connects to the learning
11 × 5 = _
50 + _
5 Find each product. model. Have students use the MathBoard
11 × 5 = _
55 Add the products. to explain their thinking.
MTR 5.1 Use patterns and structure.

Math Use Math Talk to focus on

Share and Show Math
Board Math
Talk students’ understanding of the
MTR
Talk Use patterns and structure.
1. What 12s fact do you get when you double the
5.1 pattern that appears when multiplying
Explain how you can easily
product of 4 × 6? find the product of 7 × 11. with 11.
4 ∙ 12 = 48
Math Talk: Possible explanation: Use the checked problems for Quick Check.
I can use a pattern. The ones and Students should show their answers for the
tens digits will both be 7. So, the Quick Check on the MathBoard.
product is 77.
Find the product.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

2. 11 × 6 = _
66 3. 84 = 12 × 7
_ 4. 33 = 3 × 11
_ 5. 12 × 2 = _
24

Quick MTSS RtI

Quick Check
Check MTSS RtI
If
If a student misses the checked
problems
Then
234 Florida’s B.E.S.T. Go Math! Grade 3
Differentiate Instruction with
• Reteach 5.10
3_mflese661030_c05l10.indd 234 29/07/21 10:26 PM • Waggle MA.3.NSO.2.2

Common Errors

Error Students may apply the double digits

pattern to 11 × 10, 11 × 11, and 11 × 12
Example  11 ∙ 10 ∙ 1,010
11 ∙ 11 ∙ 1,111
11 ∙ 12 ∙ 1,212
Springboard to Learning Encourage
students to look back at the multiplication
table. Have them look at the pattern among
products with 11 as a factor. Point out that
the double-digit pattern ends with 9 × 11.

Chapter 5 • Lesson 10   234

 CorrectionKey=FL-B

Name

4 Elaborate On Your Own

Find the product.

6. 4 × 11 = __
44 7. 5 × 12 = __
60 8. 12 × 3 = __
36
On Your Own
If students complete the checked problems
correctly, they may continue with the On Your 9. 1 × 11 = __
11 10. 11 11. 11

Own section. ×
_ 12 ×
_ 3
132 33
Problems 6–17 require students to multiply 12. 10 13. 7 14. 11
with 11 and 12. Remind students that ×
_ 12 ×
_ 11 ×
_ 9
multiplication can be written vertically or 120 77 99
horizontally. 17. 12
15. __
96 = 8 × 12 16. 2 × 11 = __
22
• How can you check an answer to a ×
_ 6
72
multiplication problem? I could use repeated
addition or use facts I already know. 18. What could be the missing factors in ■ ×
Explain how you found the pairs.
● = 24? Find as many pairs as you can.
Higher-Order Thinking Possible answers; 1 × 24, 2 × 12, 3 × 8, 4 × 6, 6 × 4, 8 × 3, 12 × 2, 24 × 1;

Possible explanation: I knew that 4 × 6 and 6 × 4 are 24.

MTR 4.1 Engage in discussions on
Since 12s facts are double the 6s facts, I got 12 × 2 and 2 × 12, too.
mathematical thinking.
To extend their thinking, have students write
a missing factors multiplication problem,
similar to the one in Problem 18, on their 19. Bottled water is sold 12 bottles in each pack. Find the number of bottles.

MathBoards. Then have students exchange

Packs 5 6 7 8 9 10 11
MathBoards and try to find all the factors that
Bottles 60 72 84 96 108 120 132
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

the symbols could represent. Have students

share their missing factor equations with the
class.
Problem 19 Students practice multiplication
with 12 to complete the table. Encourage
students to solve this problem without looking
at the multiplication table.
Chapter 5 • Lesson 10 235

3_mflese661030_c05l10.indd 235 29/07/21 10:26 PM

Meeting Individual Needs

Reteach 5.10 Enrich 5.10
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

LESSON 5.10 LESSON 5.10

Name Name
Reteach Enrich

Multiply with 11 and 12 Find the Unknown Factors

Divide. Use a multiplication table. 0 1 2 3 4 5 6 7 8 9 10 11 12 The product of each row and each column is shown. What are the
121 ÷ 11 = 0 0 0 0 0 0 0 0 0 0 0 0 0 0 unknown factors?
1 0 1 2 3 4 5 6 7 8 9 10 11 12
Step 1 The divisor is 11, so find 1 2
2 0 2 4 6 8 10 12 14 16 18 20 22 24 12 3 5 60 8 3 12 96
row 11.
3 0 3 6 9 12 15 18 21 24 27 30 33 36
3 3 3 3
Step 2 Move right across the 4 0 4 8 12 16 20 24 28 32 36 40 44 48

row until you find 121, which 5 0 5 10 15 20 25 30 35 40 45 50 55 60 6 3 11 66 10 3 9 90

6 0 6 12 18 24 30 36 42 48 54 60 66 72
is the dividend.
7 0 7 14 21 28 35 42 49 56 63 70 77 84
72 55 80 108
Step 3 Move up that column to 8 0 8 16 24 32 40 48 56 64 72 80 88 96
find the quotient, which is 11. 9 0 9 18 27 36 45 54 63 72 81 90 99 108 3 4
10 0 10 20 30 40 50 60 70 80 90 100 110 120 4 3 10 40 7 3 11 77
So, 121 ÷ 11 = 11 . 11 0 11 22 33 44 55 66 77 88 99 110 121 132
3 3 3 3
12 0 12 24 36 48 60 72 84 96 108 120 132 144
Multiply. Use the doubles
strategy. 9 × 12 = 11 3 3 33 12 3 8 96

Step 1 Think of the doubles addition 44 30 84 88

fact for 12.
5 6
6 + 6 = 12 11 3 9 99 10 3 6 60

Step 2 Rewrite the multiplication problem 3 3 3 3

using 6 as a factor instead of 12.

5 3 10 50 4 3 12 48

9 × 12 = ( 9 × 6 ) + (9 × 6 )
55 90 40 72
Step 3 Solve the problem.
7 Explain how you solved Exercise 1.
9 × 12 = 54 + 54 . So, 9 × 12 = 108 .
Possible answer: Both 66 and 55 have 11 as a factor, so 11

Multiply or divide. Use the multiplication table, strategies, and must be in the bottom right circle; 5 goes in the top right
patterns to help you.
circle, since 5 × 11 = 55; 6 goes in the bottom left circle

1 11 3 12 5 132 2 108 4 12 5 9 3 12 3 12 5 144 because 6 × 11 = 66; 60 ÷ 5 = 12, so 12 goes in the top left circle.
It is correct because 12 × 6 = 72.

33 33
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

3_mflean1822132_c05r10.indd 33 14/07/21 11:17 AM 3_mflean1822132_c05r10.indd 33 10/07/21 2:42 PM

235 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World Problem Solving Real
20. While in Florida, Mumbi bought 7 cases of Applications World
oranges. Each case contained 12 oranges. How
many oranges did Mumbi buy? Problem 20 Have students read the problem
and discuss what they need to know to answer
each step of the problem and to determine
the number of oranges.
Problem 21 Students select the correct
a. What do you need to find? the total number of oranges comparison symbol to show the relationship
b. What information will you use? between two multiplication expressions.
She bought 7 cases of oranges. Each case has 12 oranges.
Students may use either patterns or the
Distributive Property to simplify the expression
c. Describe one way you can find the answer. on the left.
Multiply the number of cases by the number of oranges in each case.

d. Show how you can solve the problem. e. Complete the sentences.

Possible steps:
Multiply _ 7 ×_ 12 to find the 5 Evaluate Formative
Assessment
number of oranges in 7 cases.
6 ∙ 7 = 42
Mumbi bought _
84 oranges.
So, 12 ∙ 7 = 84 I Can

© Houghton Mifflin Harcourt Publishing Company • Image Credits:©Cultura Creative (RF)/Alamy

Have children share which method they prefer
to answer the I Can statement.
21. Circle the symbol that makes the multiplication equation
I can use multiple strategies to multiply with
true. 11 and 12 . . . using patterns or using the Distributive
Property to break 12 into 10 + 2 or break 11 into 10 +1.
>
12 × 6 < 6 × (10 + 1)
=
Math Journal WRITE Math
Compare the patterns you see when you
multiply numbers by 2 with the patterns
you see when you multiply numbers by 12.

236 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c05l10.indd 236 29/07/21 10:26 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 5 • Lesson 10   236

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 5.10
Practice and Homework
• Built-in student supports Multiply with 11 and 12
• Actionable Item Reports Go Online
Interactive Examples
• Standards Analysis Reports
Find the product.
Practice and Homework 110
1. 10 × 11 = _ 2. 12 × 9 = _
108 3. 11 × 4 = _
44 4. 0 × 12 = _
0

Multiply with 11 and 12

5. 1 × 12 = _
12 6. 8 × 11 = _
88 7. 12 × 5 = _
60 8. 6 × 11 = _
66
Use the Practice and Homework pages to
provide students with more practice of the
concepts and skills presented in this lesson. 9. 10 10. 3 11. 12 12. 6 13. 9
Students master their understanding as they × 12
_ × 11
_ ×8
_ × 12
_ × 11
_
complete practice items and then challenge 120 33 96 72 99
their critical thinking skills with Problem
Solving.

Problem Solving Real

World
14. There are 4 bags of apples. Each bag 15. Donald puts 12 stickers on each page.
has 11 apples. How many apples are He fills 6 pages. How many stickers
there in all? does he have?

44 apples
_______ 72 stickers
_______

16. Mrs. Batson makes 12 stacks of 8 17. Elan buys games for 7 people. Each
coffee cups. How many coffee cups are game costs $11. How much did he
© Houghton Mifflin Harcourt Publishing Company

there? spend in all?

96 cups
_______ $77
_______

Chapter 5 • Lesson 10 237

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237 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
18. Find the product. 19. Marco buys 6 tickets for the high students in previously taught concepts and to
school football game. Each ticket costs promote content retention.
12 × 8 = $11. How much do the tickets cost?

96 $66

Spiral Review
20. Xavier buys 6 puzzles for $8 each. 21. What number is ★?
How much does Xavier spend on the
puzzles? ★×9=9

$48 1

22. Subtract. 9,401 − 6,247 23. Write 2,487 using thousands,

hundreds, tens, and ones.
© Houghton Mifflin Harcourt Publishing Company

3,154 2,000 ∙ 400 ∙ 80 ∙ 7

238 Florida’s B.E.S.T. Go Math! Grade 3

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Chapter 5 • Lesson 10   238

 DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Chan
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B

CHAPTER

5
Chapter

Chapter
5. Circle groups to show 3 × (2 × 3).

5
Name

Chapter Review
Review 1. Mrs. Ruiz sorted spools of thread into 4 boxes.
Each box holds 5 spools. How many spools of thread
does Mrs. Ruiz have?
Draw circles to model the problem. Then solve.

Summative Assessment
6. Dale keeps all of his pairs of shoes in his closet. Select
the number of shoes that Dale could have in his closet.
Mark all that apply.

Use the Chapter Review to assess 20 spools; Possible explanations: Students may multiply 4 × 5,
A 3 D 7

students’ progress in Chapter 5. or count by fives, or multiply 2 × 5 = 10 and double the product.
B 4 E 8
C 6

You may want to review with 2. For Problems 2a–2d, select True or False for each
multiplication equation. 7. Lisa completed the table to describe the product of a

students the I Can statement for 2a. 2 × 8 = 16 ● True ● False

mystery one-digit factor and each number.

the chapter. 2b. 5 × 8 = 40 ● True ● False ×

?
1

even
2

even
3

even
4

even
5

even
2c. 6 × 8 = 56 ● True ● False
2d. 8 × 8 = 64 ● True ● False Part A
Give all of the possible numbers that could be Lisa’s
3. Describe one way to find the product 7 × 11. Then find the
mystery one-digit factor.
product.
2, 4, 6, 8
Possible answer: When you multiply a number 1 to 9 by 11, the

answer always has that number in the ones place and in the tens Part B
place. 7 × 11 = 77 Explain how you know that you have selected all of the
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

correct possibilities.
Possible explanation: Because the products all are even, the
4. There are 7 days in 1 week. How many days are there
in 4 weeks? Write a product that you can double to find the mystery factor must also be an even number. I have selected
answer. Then double this product and find the answer.
all of the even one-digit numbers.
7 × 2 = 14; 14 + 14 = 28; 28 days

Go Online For more help Chapter 5 239 240 Florida’s B.E.S.T. Go Math! Grade 3

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3_mflese661030_c05r.indd 240 29/07/21 10:27 PM

Online, Data-Driven Decision Making MTSS RtI Waggle

Based on the results of the Chapter Review, use the following
resources to review skills.

Item Lesson Content Focus Florida’s B.E.S.T. Standards Intervene With

1, 6 5.1 Multiply with 2 and 4. ● MA.3.NSO.2.2 ● MA.3.NSO.2.4

Reteach 5.1,
Waggle MA.3.NSO.2.2
● MA.3.NSO.2.2 ● MA.3.NSO.2.4 Reteach 5.8,
2, 8, 23 5.8 Multiply with 8.
● MA.3.AR.1.1 Waggle MA.3.NSO.2.2
● MA.3.NSO.2.4 ● MA.3.AR.1.1 Reteach 5.10,
3, 12 5.10 Multiply with 11 and 12.
● MA.3.NSO.2.2 Waggle MA.3.NSO.2.2
● MA.3.NSO.2.4 ● MA.3.AR.1.1 Reteach 5.5,
4, 17 5.5 Multiply with 7.
● MA.3.NSO.2.2 Waggle MA.3.NSO.2.2
● MA.3.AR.1.1 ● MA.3.NSO.2.2 Reteach 5.6,
5, 11, 15, 21 5.6 Use the Associative Property of Multiplication.
● MA.3.NSO.2.4 Waggle MA.3.AR.1.1
● MA.3.AR.1.1 ● MA.3.AR.3.3 Reteach 5.7,
7, 22 5.7 Use patterns in the multiplication table.
● MA.3.AR.3.1 ● MA.3.NSO.2.2 Waggle MA.3.AR.3.3

9, 18, 24 5.2 Multiply with 5 and 10. ● MA.3.NSO.2.2 ● MA.3.NSO.2.4

Reteach 5.2,
Waggle MA.3.NSO.2.4

10, 16, 19 5.4 Use the Distributive Property. ● MA.3.NSO.2.2 ● MA.3.AR.1.1

Reteach 5.4,
Waggle MA.3.AR.1.1

13, 20 5.3 Multiply with 3 and 6. ● MA.3.NSO.2.2 ● MA.3.NSO.2.4

Reteach 5.3,
Waggle MA.3.NSO.2.4
● MA.3.NSO.2. ● MA.3.NSO.2.4 Reteach 5.9,
14 5.9 Multiply with 9.
● MA.3.AR.1.1 Waggle MA.3.NSO.2.2

239–240 Florida’s B.E.S.T. Go Math! Grade 3

 DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info" DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B

Name 13. A carpenter builds stools that have 3 legs each. How
8. Kate drew 7 octagons. An octagon has 8 sides. many legs does the carpenter use to build 5 stools?
How many sides did Kate draw? Use the array to explain how you know your answer
is correct.

Performance
Assessment Task
__
56 sides

15 legs; Possible explanation: I circled 3 rows of 5,

9. José buys 6 bags of flour. Each bag weighs 5 pounds.
How many pounds of flour did José buy? 3 ∙ 5 ∙ 15. Then I counted by fives to check.
See the Assessment Guide for a
__
Performance Task that assesses
30 pounds
14. Etta buys some ribbon and cuts it into 7 pieces that are
the same length. Each piece is 9 inches long. How long
10. Break apart the array to show 8 × 6 = (4 × 6) + (4 × 6).
was the ribbon that Etta bought? students’ understanding of the
content of this chapter.
__
63 inches
For each task, you will find
15. Antoine and 3 friends divide some pennies evenly
among themselves. Each friend separates his pennies sample student work for each of
11. Circle the symbol that makes the multiplication
equation true.
into 3 equal stacks with 5 pennies in each stack.
Write a multiplication equation that shows the total
the response levels in the
>
number of pennies. task scoring rubric.
9×6 < 3 × (3 × 9)
= Possible answer: 4 ∙ (3 ∙ 5) ∙ 60

12. Diandre puts 12 stamps on a page. He fills 9 pages in his

Performance Assessment
16. Luke is making 4 first-aid kits. He wants to put 3 large
Tasks may be used for portfolios.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

book. How many stamps does he have?
and 4 small bandages in each kit. How many bandages
__
108 stamps does he need for the kits? Show your work. Check
students’ work.

__
28 bandages

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CorrectionKey=FL-B CorrectionKey=FL-B

Name 22. Louis started a table showing a multiplication pattern.

17. For Problems 17a–17d, select True or False for
each equation. Part A

17a. 3 × 7 = 21 ● True ● False Complete the table. Describe a pattern you see in
the products.
17b. 5 × 7 = 28 ● True ● False
× 1 2 3 4 5 6 7 8 9 10 11 12
17c. 8 × 7 = 49 ● True ● False
3 3 6 9 12 15 18 21 24 27 30 33 36
17d. 9 × 7 = 63 ● True ● False
Possible answer: A pattern is to add 3 to a product to get the
18. Circle the number that makes the multiplication
next product.
equation true.

4
Part B
10 × 5 = 40
If you multiplied 3 × 37, would the product be an even
8 number or an odd number? Use the table to explain
19. For Problems 19a–19d, select Yes or No to indicate your reasoning.
whether the sum or product is equal to 8 × 6. Possible explanation: When an even number is multiplied by
19a. 8 + (4 × 2) = ■ ● Yes ● No 3 (an odd number), the product is even. When an odd number
19b. (8 × 4) + (8 × 2) = ■ ● Yes ● No is multiplied by 3, the product is odd, so the product of
19c. (6 × 4) + (6 × 2) = ■ ● Yes ● No 3 ∙ 37 would be odd.
19d. 6 × (4 + 4) = ■ ● Yes ● No

20. Chloe bought 4 movie tickets. Each ticket cost $6. What
was the total cost of the movie tickets?
23. Use the number line to show the product of 4 × 8.
$ __
24

21. Write a multiplication equation using the following 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

numbers and symbols.

4 × 8 = __
32

6 60 5 2 () =

Possible answer: 6 × (2 × 5) = 60 24. Write six multiples of 10.

Possible answer: 10, 20, 30, 40, 50, 60

Chapter 5 243 244 Florida’s B.E.S.T. Go Math! Grade 3

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Chapter 5 241–244
 CHAPTER

00
5 Chapter Test
Summative Assessment
Use the Chapter Test to assess students’ progress in Chapter 5.
Chapter Tests are found in the Assessment Guide. Test items are presented
in formats consistent with high-stakes assessments.

Chapter 5 Chapter 5 Name

Name
Chapter Test Chapter Test

1 Alberto packed 4 boxes of 4 Place an X in the table to 7 Use this information to answer 9 There are 11 children in an
apples. He packed 8 apples in show if each value is the same Parts A and B. art class. Each child has
each box. How many apples as 9 × 4. 1 2 3 4 5 6 7 8 9 10
3 paintbrushes. Which equation
did Alberto pack? shows how many paintbrushes
Yes No 6 6 12 18 24 30 48 54 60
A 12 the children have?
(5 × 4) + (4 × 4)
B 16 Part A A (10 × 3) × 1 = 30
5 + (4 × 5)
C 24 What numbers are missing B 10 × (10 + 1) = 110
(3 × 3) + (2 × 2) from the table? C (10 × 3) + (1 × 3) = 33
D 32
4 × (5 + 4) 36 and 42 D (10 × 3) × (1 × 3) = 90
2 Maria practiced soccer 5 days
Part B
last week. She practiced 5 Complete the multiplication 10 Place an X in the table to
2 hours each day. How many equation that has a product When multiplying 6 × 73, show if each equation is true
hours did Maria practice of 56. would the product be an even or false.
soccer? number or an odd number?
7 ×( 2 × 4 ) = 56 True False
10 hours Circle the words to correctly
3 × 8 = 24
complete the sentence.
6 Place an X in the table to 5 × 8 = 48
3 A roller coaster car can fit show if each equation is true When a number is multiplied
6 people. How many people by 6, the product is 8 × 8 = 64
or false.
can fit in a roller coaster that 9 × 8 = 81
True False an odd number
is 9 cars long?
, so the
54
2 × 7 = 16 an even number
people 11 Lisa put her toy airplanes in
4 × 7 = 21 3 rows. She put 4 toy
product of 6 × 73 is
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

6 × 7 = 42 airplanes in each row. How
7 × 7 = 49 many toy airplanes did Lisa
an odd number
. put in the rows?
an even number 12 toy airplanes

8 Circle the number to correctly

complete the equation.
5
10 × 10 = 50
11
Grade 3 • Chapter 5 Test 45 46

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244A Florida’s B.E.S.T. Go Math! Grade 3

Teacher Notes

Chapter 5 Test 244B

CHAPTER
6 Chapter at a Glance
Multiplication with Multiples of 10 and 100

LESSON 6.1 • 1 Day LESSON 6.2 • 1 Day LESSON 6.3 • 1 Day

Lesson at Use the Distributive Use Place-Value Strategies Multiply Multiples

a Glance Property . . . . . . . . . . . 247A to Multiply with of 10 by 1-Digit
Multiples of 10 . . . . . 253A Numbers . . . . . . . . . . 259A

Florida’s B.E.S.T. ● 3.AR.1.1 ● 3.NSO.2.3 ● 3.NSO.2.3

I can use the Distributive Property to I can use place value to solve problems I can use different strategies to multiply
I Can multiply with multiples of 10. multiplying with multiples of 10. multiples of 10 by 1-digit numbers.

Learning Goal Solve multiplication problems with Use base-ten blocks, a number line, or Model and record multiplication with
multiples of 10 by using the Distributive place value to multiply with multiples of 10.
Property. multiples of 10.

Vocabulary

Multilingual Strategy: Elicit Prior Knowledge Strategy: Scaffold Language Strategy: Illustrate Understanding
Support

LESSON 6.1 LESSON 6.2 LESSON 6.3

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.AR.1.1 ■ ■ Waggle MA.3.NSO.2.3 ■ ■ Waggle MA.3.NSO.2.3
Fluency

■ Waggle MA.3.AR.1.1 ■ Waggle MA.3.NSO.2.3 ■ Waggle MA.3.NSO.2.3

MTSS RtI ◆ ■ Reteach 6.1 ◆ ■ Reteach 6.2 ◆ ■ Reteach 6.3

Intervention ◆ ■ Tier 2 Intervention Skill S69 ◆ ■ Tier 2 Intervention Skill S73 ◆ ■ Tier 2 Intervention Skill S73
and ◆ ■ Tier 3 Intervention Skill E69 ◆ ■ Tier 3 Intervention Skill E73 ◆ ■ Tier 3 Intervention Skill E73
Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart
◆ ■ Enrich 6.1 ◆ ■ Enrich 6.2 ◆ ■ Enrich 6.3

See the Grab-and-Go!™ Centers Kit for more small-group activities.

Grab
TM

and
Version 2.0
Florida’s B.E.S.T. Strands
Differentiated Centers Kit
● Algebraic Reasoning (AR) ● Data Analysis & Probability (DP)
The kit provides literature, games, and ● Fractions (FR) ● Geometric Reasoning (GR)
activities for small-group learning. ● Measurement (M) ● Number Sense & Operations (NSO)

◆ Print/Printable Resource
■ Interactive Resource
245A Florida’s B.E.S.T. Go Math! Grade 3
 Chapter Pacing Chart
Introduction Instruction Assessment Total

1 day 5–   6 days 2 days 8 –9 days

LESSON 6.4 • 1 Day LESSON 6.5 • 1 Day

Lesson at Multiply Multiples Use the Distributive

a Glance of 100 by 1-Digit Property to Multiply a
Numbers . . . . . . . . . . 265A 2-Digit Number and a
1-Digit Number . . . . . 271A
Florida’s B.E.S.T. ● 3.NSO.2.3 ● 3.AR.1.1

I can use place-value strategies to multiply I can apply the Distributive Property to
I Can multiples of 100 by 1-digit numbers. multiply a 2-digit number and a 1-digit
number.

Learning Goal Use base-ten blocks, a quick picture, a Students use the Distributive Property
number line, patterns, and mental math and partial products to multiply a 2-digit
to multiply a multiple of 100 by a 1-digit number by a 1-digit number.
number.

Vocabulary partial products

Multilingual Strategy: Describe Strategy: Define

Support

LESSON 6.4 LESSON 6.5

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.2.3 ■ ■ Waggle MA.3.NSO.2.3
Fluency

■ Waggle MA.3.NSO.2.3 ■ Waggle MA.3.NSO.2.3

MTSS RtI ◆ ■ Reteach 6.4 ◆ ■ Reteach 6.5

Intervention ◆ ■ Tier 2 Intervention Skill S70 ◆ ■ Tier 2 Intervention Skill S73

and ◆ ■ Tier 3 Intervention Skill E70 ◆ ■ Tier 3 Intervention Skill E73
Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Enrich 6.5
◆ ■ Enrich 6.4

For individual and class practice with counting automaticity and operational fluency,
go to Achieving Facts Fluency pages located online.

Chapter Games and Activities

■ Waggle Interactive Games ◆ Game and Activity Cards
■ Poggles ◆ Project Cards

◆ Print/Printable Resource
Interactive Resource
■
Chapter 6   245B
CHAPTER
6 Teaching for Depth
Multiplication with Multiples of
10 and 100

Unknown Factors Distributive Property

Algebraic reasoning is supported by students’ The Distributive Property connects addition and
engagement in multiplication. For example, given multiplication. It allows the learner to use number
the equation 7 × ■ = 49, students can use their sense to break apart a factor in a meaningful way to
knowledge of basic facts, guess and check, the carry out the multiplication. Consider 9 × 45.
hundred chart, or drawings to find the unknown 45
value that will make the equation true.
A formal discussion of “variable” and algorithms 9 9 × 40 9×5
for finding the unknown value is not needed at this
time. What is important is for students to use number
40 + 5
sense to find the value of the unknown factor.
• Students can break apart 45 and show it as 40 + 5.
Multiplication with Multiples of 10 • The resulting expression is 9 × (40 + 5).
• T
 he Distributive Property can then be applied,
Place value is a foundational principle of
resulting in (9 × 40) + (9 × 5).
mathematics and is used in multiplication. Consider
multiplication when one of the factors is a multiple • Thus, 9 × 45 can be completed mentally because it
of 10. The number 60, for example, can be is a known fact.
represented as 6 tens. Then by substitution, 4 × 60
• T
 he key is to break apart the factor in a helpful
can be represented as 4 × 6 tens. This results in 24
way.
tens or 240. Students can begin to explore this
place-value contribution to multiplication with base
ten blocks.
Mathematical Thinking and Reasoning
5.1 Use patterns and structure.
From the Research
“Little is gained by restricting early explorations
of multiplication to small numbers. Even in
Mathematics provides many opportunities
for students to explore various strategies and
early third grade, students can work with algorithms. It is important for students to see
larger numbers using whatever counting structure in the strategies and algorithms they

”
strategies they have at their disposal.
(Van de Walle, 2007, p. 154)
use. When they multiply by a multiple of 10, they
need to remember that the product will have a
zero in the ones place. When using the Distributive
Property, students should make sure to break apart a
factor into addends that sum to the factor and help
them multiply.

For more professional learning, go

online to Teacher’s Corner.

245C Florida’s B.E.S.T. Go Math! Grade 3

Instructional Journey
While every classroom may look a little different, this instructional model provides a
framework to organize small-group and whole-group learning for meaningful student learning.

Whole Group Small and Whole Group Small Group Whole Group
Engage Explore Explain Elaborate
5 minutes 15–20 minutes 15–20 minutes 5 minutes
Readiness Exploration Quick Check • Math on the Spot Videos
• Problem of the Day • Investigate, Unlock the Problem Share and Show • Higher-Order Thinking Problems
• Fluency Builder or • Multilingual Support and
Vocabulary Builder Strategy Differentiated Instruction
• Access Prior Knowledge • Common Errors Grab Evaluate
TM

and
Version 2.0
Engagement
• I Can Intervention • I Can Reflection
• Making Connections • Waggle
• Math Journal
• Learning Activity • Reteach
• Practice and Homework
• Tier 2 and Tier 3 MTSS
• Fluency Practice
• Waggle
Language Support
• Mathematical Thinking &
• Vocabulary Activities
Reasoning Standards Rubric
• Language Routines
• Multilingual Glossary

Enrichment
• Waggle Games
• Ready for More
• Enrich

Assessment
Diagnostic Formative Summative
• Show What You Know • Lesson Quick Check • Chapter Review
• FSA Test Prep • Chapter Test
• Performance Assessment Task

Grab
TM

and
Version 2.0
Differentiated Centers Kit
The kit provides literature, games, and
activities for small-group learning.
Chapter 6   245D
CHAPTER 6 Strategies for
Multilingual Learners
Assessing your student’s understanding of mathematical concepts can be done by listening,
speaking, reading, and writing. The level of support a student needs determines how best
to assess that student’s understanding of mathematical concepts, and will help meet the
needs of all your students.

Planning for Instruction

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Student’s Use of • uses single words • uses single words • uses a variety of
Language sentences
• uses common short • uses some academic
phrases vocabulary • uses academic vocabulary
• heavily relies on visual • relies on visual supports • benefits from
supports and use of and use of manipulatives visual supports and
manipulatives manipulatives

Ways to Assess Listening: points to Listening: matches, Listening: draws

Understanding pictures, words, or phrases categorizes, or sequences conclusions and makes
to answer questions information based on connections based on
visuals what they heard
Speaking: answers yes/no
questions Speaking: begins to Speaking: explains and
explain reasoning, asks justifies concepts and
Reading: matches symbols
math questions, repeats solutions
to math terms and
explanations from peers
concepts Reading: understands
Reading: identifies information in math
Writing: draws a visual
important information to contexts
representation of a
solve a problem
problem Writing: completes
Writing: uses simple sentences using some
sentences and visual academic vocabulary
representations

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

• Look for strategies throughout the lesson to

support multilingual learners.
• Log on to ED to find additional multilingual
activities and Vocabulary Cards.

245E Florida’s B.E.S.T. Go Math! Grade 3

In This Chapter

Key Academic Vocabulary

Current Development • Vocabulary

partial products

Using Language Routines to Develop Understanding

Language routines provide opportunities for students to develop an understanding of
mathematical language and concepts by listening, speaking, reading, and writing. More
information on these language routines can be found on the Language Support Cards.

Critique, Correct, and Clarify

1 Students analyze an incorrect explanation or solution.
2 Students work with a partner or small group to identify the error.
3 Students work together to correct the sample work.

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Language Routine 1 Students determine that 1 Students analyze an 1 Students analyze an

Differentiation the visual representation incorrect solution. incorrect solution.
is incorrect. 2 Students work with a 2 Students work with
2 Students identify partner or small group a partner to identify
the error by circling, to identify the error. the error using some
underlining, or pointing. 3 Students work together academic language.
3 Students correct the to correct the sample. 3 Students correct the
visual representation. sample work.

Possible Say: Show a way to make Say: Show a way to make 4 × 14 = 58

Student Work 4 × 14. 4 × 14.
10 4

4
Student: The answer is
Ask: What does this visual 4 rows of 10 4 rows 4 wrong.
mean? 4 × 10 = 40 + 4 × 4 = 16
Ask: What does this visual
4 × 10 = 40 + 4 × 4 = 16 40 + 16 = 56
mean?
40 + 16 = 56 4 × 14 = 56
4 × 10 = 40 + 4 × 4 = 16
The answer should be 56.
40 + 16 = 56

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

Chapter 6   245F

 CorrectionKey=FL-B

CHAPTER

6
Chapter Name

6 Multiplication with
Assessing Prior Knowledge Multiples of 10 and 100
Use Show What You Know to determine
if students need intensive or strategic Show Wha t You K now
intervention.
Add Tens Write how many tens. Then add.

Real
MATH in the W
1. 30 + 30 = ■ 2. 40 + 50 = ■

orld 3 tens + _
_ 3 tens = _ 5 tens =
4 tens + _

6 tens
_ 9 tens
_
Students should determine the number
of rows on a chess board. Review with 60
30 + 30 = _ 90
40 + 50 = _
students the multiplication facts for 8
Regroup Tens as Hundreds Write the missing numbers.
before they start the activity.
3 hundreds _
3. 35 tens = _ 5 tens
• W
 hat information were you given to
5 hundreds _
4. 52 tens = _ 2 tens
help you solve the problem? I know that
each column has 8 squares and that there are 9 hundreds _
5. 97 tens = _ 7 tens
64 squares in all.
© Houghton Mifflin Harcourt Publishing Company • Image Credit: ©David Toase/Getty Images Multiplication Facts Through 9 Find the product.
• H
 ow can you use multiplication facts 21 36 30 56
6. 3 × 7 = _ 7. 4 × 9 = _ 8. 5 × 6 = _ 9. 8 × 7 = _
to find how many rows there are? I can
multiply 8 squares in each column times the
number of rows to get a product of 64; Real
MATH in the World
8 × 8 = 64.
The game of Chess is played on a board
• H
 ow many rows does a chess board made up of 64 squares. The board has 8
have? 8 columns of squares called files and rows of
squares called ranks. How many rows does a
chess board have?
8 rows

Chapter 6 245

3_mflese661030_c06o.indd 245 29/07/21 10:29 PM

Show What You Know • Diagnostic Assessment

Use to determine if students need intervention for the chapter’s prerequisite skills.

If YES...then use
If NO...then
Were students successful with INTERVENE
INTERVENE
INDEPENDENT
Show What You Know? ACTIVITIES

Missed More Florida’s B.E.S.T.

Skill Intervene With
Than Standards
Grab
TM

and
TIER 3 Intensive Intervention:
Add Tens 0 MA.2.NSO.2.3
Skill E33 Version 2.0
Differentiated Centers Kit
Regroup Tens Use the Reteach or
TIER 2 Strategic Intervention
0 MA.3.NSO.1.2 Enrich Activities online
as Hundreds Skill S6
or independent activities
in the Grab-and-Go 2.0™
TIER 2 Multiplication Strategic Intervention Differentiated Centers Kit.
1 MA.3.NSO.2.4
Facts Through 9 Skill S70

245 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Vocabulary B u ild er Go Online For more help

Vocabulary Builder
Visualize It Connect to Vocabulary
Complete the tree map by using the words with a ✓. Have students complete the activities on this
Review Words
array page by working alone or with partners.
Multiplication Commutative
Property of Visualize It
Multiplication A tree map helps to classify words. Start with
Distributive Property
✓ factors
the main idea, Multiplication. The example
10, 20, 30, 40, 50
hundreds in the box to the left shows factors. In the
✓ multiples
multiples middle box, the example shows multiples,
ones
place value and the example in the box to the right
4 × 3 = 12 6 × 5 = 30
✓ product shows a product.
tens

factors product
Preview Words Understand Vocabulary
partial products
Students can enhance their understanding of
key chapter vocabulary through the use of the
Understand Vocabulary
Read the definition. Write the preview word
Vocabulary Cards. Have students cut out the
or review word that matches it. cards and create their own deck of terms. You
can use these cards to reinforce knowledge
1. a set of objects arranged in rows and columns
and reading across the content areas.
__________
array

2. the products found by multiplying the tens and the

ones separately
__________
partial products

3. the property that states that multiplying a sum

by a number is the same as multiplying each
addend by the number and then adding © Houghton Mifflin Harcourt Publishing Company

the products
__________
Distributive Property

4. the value of each digit in a number, based

on the location of the digit
__________
place value

School-Home Letter is available in

246 Florida’s B.E.S.T. Go Math! Grade 3
English and Spanish online, and in
multiple other languages.
.

3_mflese661030_c06o.indd 246 29/07/21 10:29 PM

Intervention Options MTSS RtI Response to Intervention

Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels.

TIER 1 TIER 2 TIER 3 ENRICHMENT

On-Level Intervention Strategic Intervention Intensive Intervention Independent Activities
For students who are generally For students who need small For students who need For students who successfully
at grade level but need early group instruction to review one-on-one instruction to complete lessons, use:
intervention with the lesson concepts and skills needed for build foundational skills for
• Waggle Practice and Games
concepts, use: the chapter, use: the chapter, use:

Grab
TM

and
• Reteach Prerequisite Skills Activities Prerequisite Skills Activities
3 3
2 2

Version 2.0
1 1

• Waggle Tier 2 Activity Tier 3 Activity

3 3

Differentiated Centers Kit

2 2
1 1

Tier 1 Activity
3

• Ready for More Activity for

2
1

every lesson

• Enrich

Chapter 6   246

LESSON
6.1 Lesson at a Glance
Use the Distributive Property

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit I can use the Distributive Property to multiply with multiples
number and two-digit number. Apply properties of multiplication to of 10.
find a product of one-digit whole numbers.
● MA.4.AR.1.1 Solve real-world problems involving multiplication and Learning Goal
division of whole numbers including problems in which remainders Solve multiplication problems with multiples of 10 by using
must be interpreted within the context. the Distributive Property.
Mathematical Thinking & Reasoning Standards Language Objective
● MTR.2.1 Demonstrate understanding in multiple ways. Students use the Distributive Property to explain how to
● MTR.4.1 Engage in discussions on mathematical thinking. multiply with multiples of 10.
● MTR.5.1 Use patterns and structure. MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.AR.1.1 Solve one- and two-step ● MA.3.AR.1.1 Apply the distributive ● MA.4.AR.1.1 Solve real-world problems
addition and subtraction real-world property to multiply a one-digit number involving multiplication and division of
problems. and two-digit number. Apply properties of whole numbers including problems in
multiplication to find a product of one- which remainders must be interpreted
digit whole numbers. within the context.

ABOUT THE MATH

Using an Area Model to Multiply
An area model helps students visualize multiplication and Distributive Property can be used to break apart the factor
how the Distributive Property can be used to multiply with 20 into 10 + 10. So, 3 × 20 = 3 × (10 + 10). Students then
greater numbers. shade 3 rows of 10 squares adjacent to another group of 3
rows of 10 squares.
In this lesson, students learn that they can use the
Distributive Property and draw a corresponding area Students connect the model to the Distributive Property
model as strategies to multiply with greater numbers as they find the product represented by each smaller
(multiples of 10). For example, to find 3 × 20, the rectangle, and then add the partial products to find the
total product.

For more professional learning,

247A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 6.1 with the Interactive Student
Use the factors 3 and 6 to write an equation that shows the Edition
Commutative Property of Multiplication. 6 × 3 = 3 × 6

Vocabulary
I Can Objective
I can use the Distributive Property to multiply with
• Interactive Student Edition
multiples of 10.
• Multilingual Glossary
Making Connections
Fluency Builder Invite students to tell you what they know about
multiples of 10.
Add 3-Digit Numbers Write the following problems on
the board. Have students practice adding 3-digit numbers • What is a multiple of 10? Possible answer: a
by solving the problems and checking their answers with number that is the product of 10 multiplied with
a partner. a whole number

196 + 235 = 431 308 + 692 = 1,000 • What pattern do you see in multiples of 10?
Possible answer: They end in 0.
217 + 384 = 601 639 + 257 = 896
435 + 321 = 756 972 + 26 = 998 Learning Activity
Describe a situation in which you have 3 boxes of
golf balls with 30 golf balls in each box. How many
golf balls are there in all?
FOCUSING ON THE WHOLE STUDENT • How many boxes are there? 3 boxes
• How many golf balls are in each box? 30 golf
balls
Access Prior Knowledge
• What operations could you use to find the total
Review the Distributive Property with students. The number of golf balls? multiplication, addition
Distributive Property states that multiplying a sum by
a number is the same as multiplying each addend by • What equations could you use to find the total
the number and then adding the products. Display the number of golf balls? 3 × 30, 30 + 30 + 30
following multiplication equation: 6 × 7 = ■.
• How would you break apart one of the factors into
addends? Possible answer: break apart the 7 into 5 + 2
Common
Common Errors
Errors
Invite a student to write the new equation on the board, Error Students may use addition instead of
6 × (5 + 2) = ■. multiplication when using an area model to
• How do you multiply each addend by the number? solve a problem.
6 × 5 = 30 and 6 × 2 = 12 Example To solve Try Another
• How do you continue to find the product? Problem students write:
Add the smaller products. 30 + 12 = 42 4 ∙ 10 ∙ 14 4 ∙ 10 ∙ 14
4 ∙ 10 ∙ 14
14 ∙ 14 ∙ 14 ∙ 42
4 ∙ 30 ∙ 42
Springboard to Learning Remind students
that an area model shows equal groups.
Help students recognize that these groups
are shown by rows, and each group has the
same number of squares. Point out that the
number of rows and the number of squares
in each row represent factors.

Chapter 6 • Lesson 1   247B

 CorrectionKey=FL-B

LESSON 6.1 CHAPTER 6

Name Lesson 1
2 Explore
Florida’s B.E.S.T.
Use the Distributive Property ● Algebraic Reasoning 3.AR.1.1
● Mathematical Thinking & Reasoning
I Can use the Distributive Property to multiply with MTR.2.1, MTR.4.1, MTR.5.1
multiples of 10.
Real
Unlock the Problem World UNLOCK the Problem Real
World
MTR 4.1 Engage in discussions on The school assembly room has 5 rows of chairs with 20 chairs
mathematical thinking. in each row. If the third-grade classes fill 3 rows of chairs, how
many third graders are at the assembly?
Make sure students understand that they
need to find the number of third graders at
the assembly. Discuss with students how the Read the Problem Solve the Problem
graphic organizer helps to organize their
What do I need to find? Draw a diagram. Finish the shading to
problem solving. show 3 rows of 20 chairs.
I need to find how many ___
third graders
• Why are you using the Distributive are at the assembly. 10 + 10
­Property? Possible answer: If I break apart the factor
3 30 30
into smaller numbers, I can multiply by smaller n
­ umbers.
Discuss with students that drawing a model
on grid paper is like making an array. It What information do I need
to use?
shows rows and columns but there is no space
20 chairs in each row.
There are _
between the rows and columns. This model is I can use the sum of the smaller
called an area model. 3 rows of chairs.
The third graders fill _ rectangles to find how many third
graders are at the assembly.
• How does the diagram show the
Distributive Property? Possible answer: It shows (3 × 10) + (3 × 10) =
3 rows of 10 added to another 3 rows of 10. How will I use the information?
30 + _
_ 30 = _
60

MTR 2.1 Demonstrate understanding in The Distributive Property tells me I can

60
3 × 20 = _
multiple ways.
© Houghton Mifflin Harcourt Publishing Company

break apart the factor 20 to multiply.

__
So, _60 third graders are at
• If the third graders fill 3 rows, how many 10 )
3 × 20 = 3 × (10 + _ the assembly.
seats are left over? 40 seats
• Could you break apart the factors in a 1. Explain how breaking apart the factor 20 makes finding the
­different way? Explain. Yes; Possible explanation: Possible explanation: I can use facts I know to find the product.
product easier. __________
I could break apart the 3 into a 1 and a 2. Multiply
2 × 20 = 40 and 1 × 20 = 20. Add 40 + 20 = 60.
Go Online For more help Chapter 6 • Lesson 1 247

3_mflese661030_c06l01.indd 247 29/07/21 10:28 PM

Multilingual Support
STRATEGY: Elicit Prior Knowledge
Students can learn to multiply by 10s using the strategies they have
used for other numbers.
• Select a problem from the lesson. Have students draw an array or
rectangle to represent the problem.
• Show students how to solve the problem by breaking apart the
larger rectangle into smaller ones. For example, 4 × 30 = 4
(10 + 10 + 10).
• Have students use their models to explain to a partner how they
arrived at their answers.
• Remind them that the breaking apart strategy is also called the
Distributive Property. Encourage them to use that term in their
explanation.
Go Online
Video Tutorials and
Interactive Examples

247 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Try Another Problem

Try Another Problem
Megan is watching a marching band practice.
The band marches by with 4 rows of people For this problem, make sure students
playing instruments. She counts 30 people understand that they need to find the number
in each row. How many people march in of people marching in the band. Have students
the band? answer the questions in the graphic organizer
and solve the problem. Invite students to share
their diagrams by sketching them on the board.
Read the Problem Solve the Problem Ask them to communicate the steps they used.
What do I need to find? Record the steps you used to solve • What strategy and steps did you use to
I need to find how many the problem. solve the problem? Possible answer: I broke apart
people march in the band. 10 + 10 + 10 the factor 30 into 10 + 10 + 10. I shaded 4 rows of 10.
I used the diagram to find the smaller rectangles. Then I
4 40 40 40
added the products.
What information do I
need to use? • Why do you add the smaller rectangles to
The band has 4 rows of people. find the total product? Possible answer: Each
There are 30 people in each row. smaller product is part of the total product. I add the
First, I shade 4 rows of 30, or 10 ∙ 10 ∙ 10. parts together to find the whole product.
Next, I find the products of the three smaller
rectangles. • How could you break apart the factor 30
How will I use the
information?
(4 ∙ 10) ∙ (4 ∙ 10) ∙ (4 ∙ 10) ∙ into three addends? Possible answer: I could break
Then, I find the sum of the three products.
I will draw a diagram and break apart 30 into 10 + 10 + 10.
40 ∙ 40 ∙ 40 ∙ 120

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©wckiw/Adobe Stock

apart the factor 30 into 10 ∙
10 ∙ 10 to use facts I know.
4 ∙ 30 ∙ 120 • What is another way you can break apart
So, 120 people march in the band. the factor 30? Possible answer: 10 + 20

2. How can you check to see if your answer is reasonable? MTR 2.1 Demonstrate understanding in
Possible answer: There are 4 rows with 30 people in each row; 30 ∙ 30 ∙ 30 ∙ 30 ∙ multiple ways.

© Houghton Mifflin Harcourt Publishing Company

120; So, my answer of 120 people is reasonable. • How can knowing how to use the
Distributive Property help you multiply
3. Explain how you can use the Distributive Property to help you when you are making a purchase?
find a product.
Possible explanation: I can break apart the greater factor to use facts I
Supporting All Learners
know. Then I can add the products to find the total product.
These problems refer to the number of people
248 Florida’s B.E.S.T. Go Math! Grade 3 in a marching band. Ask students if they have
ever seen a marching band. Was the band large
or small? How do the people know how and
3_mflese661030_c06l01.indd 248 29/07/21 10:28 PM where to march? What happens if they don’t
work together? What makes the marching
band so exciting to watch?
Ready for More Visual/Kinesthetic
Individual/Partners

Materials Base-Ten Grid Paper (see eTeacher Resources)

• Have students find all the possible ways to break

apart a factor into multiples of 10 for 4 × 60 = ■.
Students should break apart 60 into addends
that are multiples of 10. Let students know that
they may use any number of addends.
• Have students show each example on grid paper
with an equation that shows the Distributive
Property.
• H
 ave students write an explanation for how they
found all the ways to break apart the factor.
10 + 10 + 10 + 10 + 10 + 10
4 40 40 40 40 40 40

4 x 60 = 4 x (10 + 10 + 10 + 10 + 10 + 10)
30 + 30
4 120 120

4 x 60 = 4 x (30 + 30)
Chapter 6 • Lesson 1   248
 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board
Unlock the Problem
√ Circle the numbers you will use.
√ Use the Distributive Property and
1. People filled all the seats in the front section of break apart a greater factor to
Math a theater. The front section has 6 rows with use facts you know.
√ Draw a diagram to help you solve
Share and Show Board 40 seats in each row. How many people are in
the front section of the theater? the problem.

The first problem connects to the learning

First, draw and label a diagram to break apart
model. Have students use the MathBoard to the problem into easier parts to solve.
explain their thinking. Suggest that students 10 + 10 + 10 + 10
begin solving the problem by first writing the
problem they need to solve (6 × 40). 6 60 60 60 60

MTR 2.1 Demonstrate understanding in

multiple ways.
Problem 2 requires students to reinterpret
Next, find the products of the smaller rectangles.
Problem 1 given different information.
(6 × 10) + (_
6 ×_
10 ) + (_
6 ×_
10 ) + (_
6 ×_
10 )
MTR 4.1 Engage in discussions on
mathematical thinking. Then, find the sum of the products.

Have students compare their models in 60 + _

_ 60 + _
60 + _ 240
60 = __
Problem 1 and discuss different ways to break So, there are __
240 people in the front section of the theater.
apart the factors.
2. What if seats are added to the front section of the theater
Use the checked problems for Quick Check.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©wckiw/Adobe Stock

so that there are 6 rows with 50 seats in each row? How

Students should show their answers for the many seats are in the front section?
Quick Check on the MathBoard. 300 seats

Quick MTSS RtI

Quick Check
Check MTSS RtI On Your Own
© Houghton Mifflin Harcourt Publishing Company

3. Tova sewed 60 pieces of blue ribbon together to make a costume.

If Each piece of ribbon was 2 meters long. She also sewed 40 pieces on the
If a student misses the checked Spot
of red ribbon together that were each 3 meters long. Did Tova use
problems more blue ribbon or red ribbon? Explain.
She used the same amount. 60 × 2 = 120; 40 × 3 = 120
Then Differentiate Instruction with
• Reteach 6.1
Chapter 6 • Lesson 1 249
• Waggle MA.3.AR.1.1

3_mflese661030_c06l01.indd 249 29/07/21 10:28 PM

Meeting Individual Needs

4 Elaborate Reteach 6.1 Enrich 6.1

DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

LESSON 6.1 LESSON 6.1

Name Name
Reteach Enrich

Use the Distributive Property

There are 6 rows of singers in a performance. There Apply the Distributive Property

On Your Own
are 20 singers in each row. How many singers are in Use the Distributive Property to help solve each problem.
the performance?
Use this problem for 1–3. Use this problem for 4–6.
Read the Problem Solve the Problem An artist sells 4 paintings for Lee has 6 sheets of stickers with
If students complete the checked problems What do I need to find? Record the steps you used to solve
the problem.
$20 each, 4 sculptures for
$60 each, and 4 photographs for
30 stickers on each sheet. She has
8 sheets with 20 stickers each and
I need to find how many singers are
correctly, they may continue with the On Your in the performance.
10 + 10 $10 each at her art show. 9 sheets with 10 stickers each.

Own section.
1 How much money does the 4 How many stickers does Lee
6 60 60
What information do I need to use? artist make on these sales in all? have in all?
6 $360 430 stickers
There are rows of singers.
First, I draw and label a diagram to
Each row has 20 singers. 2 The artist sells 2 more paintings 5 Lee gives 4 sheets with 20
show 6 rows of 20 singers.
and 4 more sculptures at the stickers and 3 sheets with 10
Next, I break apart 20 into 10 + 10 same prices. What is the total stickers to her sister. How many
How will I use the information? and find the products of the two smaller
amount of money the artist has stickers does Lee have left?
rectangles.
I can draw a diagram and use the made so far?
Distributive Property to break apart the 6 × 10 = 60 6 × 10 = 60
$640 320 stickers
factor 20 into 10 + 10 to use facts I
know. Then, I find the sum of the two
products.
3 How many more paintings, 6 Now Lee gives some stickers to
sculptures, and photographs her friend Myla. What sheets
60 + 60 = 120 would the artist need to sell to does Lee give to Myla if she has
make another $500? 200 stickers left?
6 × 20 = 120
Possible answer: 2 sheets with
So, there are 120 singers.
Possible answer: 5 paintings, 30 stickers and 3 sheets with

1 Eight teams play in a Little 2 The assembly room has 6 rows 5 sculptures, 10 photographs 20 stickers
League series. Each team has with 30 chairs in each row. If third
20 players. How many players graders fill 3 rows, how many 7 How did the Distributive Property help
are in the series? third graders are in the room? you solve the problems?
160 players 90 third graders Possible answer: I used the Distributive Property to break apart greater
Go Online numbers into lesser numbers that are easier to work with.

34 34
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c06r01.indd 34 10/07/21 6:31 PM 3_mflean1822132_c06e01.indd 34 10/07/21 5:02 PM

249 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

4. MTR Carina draws this diagram to show that 8 × 30 = 210. Higher-Order Thinking
Explain her error.
10 + 10 + 10 MTR 5.1 Use patterns and structure.
In Problem 4, students need to analyze the
8 diagram to find the error.
Problem 7 Students will need to identify
applications of the Distributive Property.
Possible explanation: Each of the correct answers shows different
Carina shaded 7 rows of 30 and added the products 7 ∙ 10 ∙ 70, representations of equations that use the
Distributive Property. Students should be able
7 ∙ 10 ∙ 70, and 7 ∙ 10 ∙ 70; 70 ∙ 70 ∙ 70 ∙ 210. She should
to recognize the property’s application in
have shaded 8 rows of 30 and added the products 8 ∙ 10 ∙ 80, different formats.
8 ∙ 10 ∙ 80, and 8 ∙ 10 ∙ 80; 80 ∙ 80 ∙ 80 ∙ 240. So, 8 ∙ 30 ∙ 240.

Problem Solving · Applications Real

World
5. WRITE Math Tamika wants to display 10 trophies on a
table in a rectangular array. How many different ways can
Tamika arrange the trophies? Explain your answer.
4 ways; Possible explanation: She can make 10 rows of 1, 5 Evaluate Formative
Assessment
1 row of 10, 2 rows of 5, or 5 rows of 2.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Blend Images/Shutterstock

6. Edith collects nickels. Each nickel is worth 5 cents. If she I Can
has 60 nickels, how much money has she collected so far?
Have students draw a diagram using a
Possible answer: 300 cents, which is 3 dollars
multiple of 10 and explain to a partner how
7. Select the equations that show the Distributive Property. they use it to answer the I Can statement.
Mark all that apply. I can use the Distributive Property to multiply
A 3 × 20 = (3 × 10) + (3 × 10) with multiples of 10 . . . by drawing and shading a
rectangle on a grid to show the problem. Then I can break
B (7 + 3) + 8 = 7 + (3 + 8)
apart a factor to make smaller rectangles for facts I know.
C (5 × 10) + (5 × 10) = 5 × 20

D (9 × 2) + (9 × 4) = 9 × 6
Math Journal WRITE Math
Write a description of how a diagram can
250 Florida’s B.E.S.T. Go Math! Grade 3 help you solve 2 ∙ 40.

3_mflese661030_c06l01.indd 250 29/07/21 10:28 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 6 • Lesson 1   250

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 6.1
Practice and Homework
• Built-in student supports Use the Distributive Property
• Actionable Item Reports Go Online
• Standards Analysis Reports Read each problem and solve. Interactive Examples

1. Each time a student turns in a perfect spelling test,

Ms. Ricks puts an achievement square on the bulletin
Practice and Homework board. There are 6 rows of squares on the bulletin board.
Each row has 30 squares. How many perfect spelling
Use the Distributive Property tests have been turned in?

Use the Practice and Homework pages to Think: 6 × 30 = (6 × 10) + (6 × 10) + (6 × 10)
provide students with more practice of the = 60 + 60 + 60 = 180
concepts and skills presented in this lesson. 180 spelling tests
______
Students master their understanding as they
2. Norma practices violin for 50 minutes every day.
complete practice items and then challenge How many minutes does Norma practice violin in
their critical thinking skills with Problem 7 days?
Solving. Use the Write Math section to 350 minutes
_____
determine students’ understanding of content
for this lesson. Encourage students to use their 3. A kitchen designer is creating a new backsplash for
the wall behind a kitchen sink. The backsplash will
Math Journals to record their answers. have 5 rows of tiles. Each row will have 20 tiles.
How many tiles are needed for the entire backsplash?
100 tiles
_____

4. A bowling alley keeps shoes in rows of cubbyholes.

There are 9 rows of cubbyholes, with 20 cubbyholes
in each row. If there is a pair of shoes in every cubbyhole,
how many pairs of shoes are there?
180 pairs of shoes
_______
© Houghton Mifflin Harcourt Publishing Company

5. WRITE Math Write a description of how a diagram

can help you solve 2 × 40.
Check students’ work.

Chapter 6 • Lesson 1 251

3_mflese661030_c06p01.indd 251 29/07/21 10:29 PM

PROFESSIONAL
DEVELOPMENT MATHEMATICAL THINKING AND REASONING

MTR 2.1 Demonstrate understanding in multiple ways. points to solving problems involving equal groups with
Students can persevere in solving problems involving multiples of 10:
multiplying with multiples of 10 by breaking apart • Draw an area model showing the number of months
a factor and drawing a corresponding area model. in the year that have 30 days to find the total
Students make a plan for breaking apart a factor that number of days.
makes multiplying easier. By drawing an area model, • Draw an area model showing how many stamps you
students also learn how to visualize situations involving have if you buy 6 sheets of stamps with 20 stamps
equal groups. on each sheet.
The following activities can help promote students’ use • Write a word problem about a garden with a
of breaking apart a factor and area models as entry number of rows with 40 plants in each row.

251 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
6. Each snack pack holds 20 crackers. 7. A machine makes 70 springs each students in previously taught concepts and to
How many crackers in all are there in hour. How many springs will the promote content retention.
4 snack packs? machine make in 8 hours?

80 crackers 560 springs

Spiral Review
8. Lila read 142 pages on Friday and 9. Gema wrote 6 + 6 + 6 + 6 on the
168 pages on Saturday. Estimate how board. What is another way to show
many pages Lila read on Friday and 6 + 6 + 6 + 6?
Saturday combined.

Possible answer: about 300 pages Possible answers: 4 ∙ 6 or 6 ∙ 4

Use the number line for Problems 10 and 11.

10. A campground had 365 campers in
March, 280 campers in April, and 475
campers in May. In which month were
the least number of campers there? Use
the number line to solve the problem.
280 365 475

© Houghton Mifflin Harcourt Publishing Company

April
200 300 400 500
11. Compare the number of campers
in May to the number of campers
in March.

475 > 365

252 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c06p01.indd 252 29/07/21 10:29 PM

Chapter 6 • Lesson 1   252

LESSON
6.2 Lesson at a Glance
Use Place-Value Strategies to Multiply with
Multiples of 10

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.3 Multiply a one-digit whole number by a multiple of 10, I can use place value to solve problems multiplying with
up to 90, or a multiple of 100, up to 900, with procedural reliability. multiples of 10.
Mathematical Thinking & Reasoning Standards Learning Goal
● MTR.2.1 Demonstrate understanding in multiple ways.
Use base-ten blocks, a number line, or place value to
● MTR.4.1 Engage in discussions on mathematical thinking. multiply with multiples of 10.
● MTR.5.1 Use patterns and structure.
Language Objective
Students collaborate with a team to list the strategies they
can use to multiply with multiples of 10.
MATERIALS
• MathBoard
• base-ten blocks

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.3.NSO.2.2 Explore multiplication of ● MA.3.NSO.2.3 Multiply a one-digit ● MA.4.NSO.2.2 Multiply two whole
two whole numbers with products from 0 whole number by a multiple of 10, up to numbers, up to three digits by up to two
to 144, and related division facts. 90, or a multiple of 100, up to 900, with digits, with procedural reliability.
procedural reliability.

ABOUT THE MATH

Teaching for Depth
Students can develop a deeper understanding of the use a number line to draw jumps of a multiple of 10, for
meaning of multiplication with multiples of 10 by learning example, 5 jumps of 30, or 3 tens, is 15 tens, or 150. Students
and using various strategies to multiply. The strategies use place value to express a factor that is a multiple of 10 to help
that students learn in this lesson are based on the role of them multiply. For example, 5 × 30 = 5 × 3 tens = 15 tens = 150.
10 in the base-ten number system, place value, and the
These various strategies help students make connections
Associative Property of Multiplication.
between multiplication and the number system, counting,
Students use base-ten blocks to find multiples of 10, for and place value.
example, 3 × 20 = 3 × 2 tens = 6 tens = 60. Students

For more professional learning,

253A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 6.2 with the Interactive Student
Colin rode his bicycle 9 miles each day for one week. Edition
What is the total number of miles he rode his bicycle in
one week? 63 miles
I Can Objective
Vocabulary I can use place value to solve problems multiplying
with multiples of 10.
• Interactive Student Edition
• Multilingual Glossary Making Connections
Invite students to tell you what they know about
Fluency Builder crosswalks and distance.

Have students practice multiplying. Ask questions similar • Have you ever crossed a crosswalk? How did
to the following: you know when it was safe to cross? Possible
answers: There was no traffic; I watched for the
• 3∙26 “Walk” sign.
• 3∙39 • How long did it take you to cross the crosswalk?
• 3 ∙ 4 12 a minute or less
• 3 ∙ 5 15 • How could you measure the distance across a
crosswalk? with a yardstick or tape measure
• What pattern do you notice? The answers all increase
by 3. When you multiply 3 by one larger number, then • How could you estimate the distance? Possible
the answer increases by 3. answers: using a known measure; measuring one
step and then counting the steps

Learning Activity
FOCUSING ON THE WHOLE STUDENT Tell a story about jumping across a crosswalk. Show
students that each jump covers 30 inches and it
takes 8 jumps to cross the crosswalk. How long is
Supporting All Learners the crosswalk?
• How many jumps does it take to get across the
In this lesson, students use place value to multiply. How crosswalk? 8
numbers are expressed can vary significantly in different
languages. In the Chinese language, numbers above 10 • How far do you travel in each jump? 30 inches
are deliberately described using place value. For example, • What do you want to find out? the distance
Chinese puts the words “ten two” together to mean across the crosswalk
“twelve.” To say “forty-five,” it’s the words “four ten
• What operation are you going to use?
five”.
multiplication
Common Errors
Common Errors

Error Students may make errors in

changing a product shown as tens into its
corresponding number.
Example Students find 5 ∙ 3 tens ∙ 15
tens and 15 tens ∙ 1,500.
Springboard to Learning Have students
use their blocks showing their product as
tens, and regroup 10 tens as 1 hundred.
Have students recall the value of each place
in a number. Have them translate the models
into a number.

Chapter 6 • Lesson 2   253B

 CorrectionKey=FL-B

LESSON 6.2 CHAPTER 6

Name Lesson 2
2 Explore
Florida’s B.E.S.T.
Use Place-Value Strategies to ● Number Sense & Operations 3.NSO.2.3

Multiply with Multiples of 10 ● Mathematical Thinking & Reasoning

MTR.2.1, MTR.4.1, MTR.5.1

I Can use place value to solve problems multiplying

Real
Unlock the Problem World with multiples of 10.

UNLOCK the Problem Real

Activity World
You can use models and place value to
Remind students that a multiple of 10 is the multiply with multiples of 10. • What do you call a product of 10
product of 10 and the counting numbers 1, 2, 3, and the counting numbers 1, 2, 3,
and so on?
and so on. Have students use base-ten blocks to Activity Model multiples of 10. Possible answer: a multiple of 10
model multiples of 10. Materials ■ base-ten blocks
MTR 2.1 Demonstrate understanding in The first three are shown. Model the first nine multiples of 10.
multiple ways. 1 × 10 2 × 10 3 × 10
1 × 1 ten 2 × 1 ten 3 × 1 ten
• What do you notice about the list of 1 ten 2 tens 3 tens
multiples of 10? What do they all have in 10 20 30
common? They all have a 0 in the ones place. What are the first nine multiples of 10?
• How many groups of ten are in the fourth 10, 20, 30, _
40 , _
50 , _
60 , _
70 , _
80 , _
90
multiple of 10 in the list? 4
Best Care Veterinary Clinic offered free pet care classes
• How does the digit in the tens place for the for 5 days. Erin attended the pet care class for 30 minutes
multiple compare to the base-ten blocks each day. How many minutes did Erin spend in the class?
showing the multiple? Possible answer: The digit
in the tens place matches the number of tens. One Way Use a number line.
5 × 30 = ■ Think: 30 = 3 tens
One Way STEP 1 Complete the number line. Write STEP 2 Draw jumps on the number
Read the problem with students. Make sure the labels for the multiples of 10. line to show 5 groups of 3 tens.
© Houghton Mifflin Harcourt Publishing Company

students understand that they need to find

the total number of minutes in 5 days that
Erin attended the class. Draw a number line, 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160
and show how multiplying with the multiple
5 × 30 = _
150
of 10 can be carried out with jumps.
150 minutes.
So, Erin attended the pet care class for _
• How do jumps on a number line show
­multiplication? Possible answer: The jumps show
the equal groups put together and end at the product. Go Online For more help Chapter 6 • Lesson 2 253

3_mflese661030_c06l02.indd 253 30/07/21 6:43 PM

Multilingual Support
STRATEGY: Scaffold Language
Students build language by presenting strategies for multiplying
by 10s.
• Have pairs of students write the name of a strategy for multiplying
by 10s on one side of an index card. Include skip counting on a
number line, drawing an array, and using a multiplication table.
• On the back of each card, have students write a short description
of each strategy using words and pictures.
• Have them present the methods to other pairs using sentence
frames. To use the ____ strategy, you have to ______ and _____. It
is helpful because _____.

Go Online
Video Tutorials and
Interactive Examples

253 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Another Way Use place value.

MODEL THINK
Another Way
5 × 30 = 5 × _
3 tens
Work through the steps for using place value
to multiply with a multiple of 10.
=_
15 tens = _
150
• How can you write 15 tens using numbers?
Possible answer: 10 tens is 1 hundred, so 15 tens, or
1 hundred 5 tens, is 150.
So, 5 × 30 = _
150 .

Math MTR Engage in discussions on

Try This!
Talk
Try This! 4.1 mathematical thinking. • How is using the place-value strategy to
Why does 5 × 30 have one
4 × 50 = _
4 ×_
5 tens zero in the product and multiply different from using a number
4 × 50 has two zeros in the
product?
line? Possible answer: For the number line strategy,
=_
20 tens = _
200 I’m using a number line labeled by 10s to draw jumps
Math Talk: Possible explanation: Since there
is a zero in the product for 4 ∙ 5 ∙ 20, the of equal groups. For the place-value strategy, I rewrite
Share and Show Math
Board
product for 4 ∙ 50 has one more zero than one of the factors using place value. Then I use a basic
the product for 5 ∙ 30.
fact to make it easier to multiply.
Use a number line to find each product.
120
MTR 4.1 Engage in discussions on
1. 3 × 40 = _ Think: There are 3 jumps of 40.
mathematical thinking.

Math Use Math Talk to help students

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180
Talk recognize that the product of the
2. 8 × 20 = _
160
basic fact may contain a zero.
• How does the product of 5 and 3 compare
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 to the product of 4 and 5? 3 × 5 = 15 and
Use place value to find each product. 4 × 5 = 20. There is a zero in the product of 4 × 5,
© Houghton Mifflin Harcourt Publishing Company
even though there is no factor of 10.

© Houghton Mifflin Harcourt Publishing Company

3. 3 × 70 = 3 × _
7 tens 5 tens × 2
4. 50 × 2 = _

21 tens = _
=_ 210 =_ 10 tens = _ 100
MTR 4.1 Engage in discussions on
mathematical thinking.
Math Talk: Possible explanation: The Ma t h MTR Engage in discussions on
Talk
Math
Commutative Property of Multiplication 4.1 mathematical thinking.
states that you can multiply two factors Use Math Talk to remind students
Talk
Why will the product of a
in any order and get the same product. multiplication problem be
the same when the factors that they can write factors in
are reversed?
254 Florida’s B.E.S.T. Go Math! Grade 3
any order.

3_mflese661030_c06l02.indd 254

Ready for More Visual/Kinesthetic

Individual
29/07/21 10:28 PM

3 Explain
• Have students record these three equations: Math
20 × 7 = 140
Share and Show Board

Use the checked problems for Quick Check.

5 × 40 = 200
Students should show their answers for the
300 × 8 = 2,400 Quick Check on the MathBoard.
• Have students draw a box around the basic fact
and underline the zeros in the factor and the Quick Check MTSS RtI
product. Explain that there should not be a digit Quick Check MTSS RtI
both underlined and boxed.
If
If a student misses the checked
20 x 7 = 140 problems
5 x 40= 200
300 x 8 = 2,400 Then Differentiate Instruction with
• Reteach 6.2
• Ask students to draw a conclusion. • Waggle MA.3.NSO.2.3

• Have students rewrite 40 as 4 × 10, 20 as 2 × 10,

and so on. Help them conclude that each 10 adds
one zero to the product.

Chapter 6 • Lesson 2   254

 CorrectionKey=FL-B

Name

4 Elaborate On Your Own

Use a number line to find each product.
5. 7 × 20 = _
140

On Your Own
If students complete the checked problems 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180
correctly, they may continue with the On Your
6. 3 × 50 = _
150
Own section.
For Problems 5–8, have base-ten blocks
available for students to use, if they wish. 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180

Use place value to find each product.

7. 6 × 60 = 6 × _
6 tens 5 tens × 7
8. 50 × 7 = _
Problem Solving Real
World
36 tens = _
=_ 360 35 tens = _
=_ 350
Applications
Problem Solving · Applications Real
Problem 10 Students should use the given World
information and the information in the Use the table for problems 9–11.
table to decide on the question that the
9. A bottle of shampoo costs $8 and a pack of cat
information answers. Best Care Clinic
toys costs $7. If the clinic sells its entire supply of
Pet Supplies
shampoo and cat toys, how much money will it
Item Amount
receive?
Higher-Order Thinking $230
Cat Toys 10 packs
Treats 8 bags
Problem 11 Students use higher-order Shampoo 20 bottles
thinking to complete several steps to find 10. What’s the question? Each bag of treats has
Vitamins 3 boxes
30 treats. The answer is 240.
how many more boxes need to be ordered.
Possible question: How many treats are there in all?
Let students know they need to use the
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

information in the table to solve the problem.

11. There are 4 bottles of vitamins in each box of
vitamins. Each bottle of vitamins has 20 vitamins. on the
If the clinic wants to have a supply of 400 vitamins, Spot
how many more boxes should it order?
2 boxes

Chapter 6 • Lesson 2 255

3_mflese661030_c06l02.indd 255 29/07/21 10:28 PM

Meeting Individual Needs

Reteach 6.2 Enrich 6.2
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

LESSON 6.2 LESSON 6.2

Name Name
Reteach Enrich

Use Place-Value Strategies to Jump to the Product

Multiply with Multiples of 10 Complete the model to find the unknown factor or factors.
Then write a multiplication equation that represents the
You can use place value to multiply with multiples of 10. model.
Find 5 × 20. 1 The product is 80. One factor is 4.
Step 1 Use a multiplication fact you Step 2 Use place value to find the
know. product.

Think: 5 × 2 =10, so Think: 5 × 2 tens = 10 tens, 0 10 20 30 40 50 60 70 80 90 100

5 × 2 ones = 10 ones or 100
The unknown factor is 20 . 4 × 20 = 80

2 The product is 180. One factor is a multiple of 10.

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200
So, 5 × 20 = 100.
The factors are 6 and 30 . 6 × 30 = 180
You can also use a number line to multiply with multiples of 10.
Find 4 × 30. 3 Stretch Your Thinking The product is 200. Both factors are
multiples of 10.
Think: There are 4 groups of 30. Draw 4 jumps of 30.

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150
The factors are 10 and 20 . 10 × 20 = 200
So, 4 × 30 = 120.
4 Look back at Exercise 2. If one factor is a multiple of 10,
Use place value to find the product. what other pairs of factors would give you a product of 180?
1 6 × 40 = 6 × 4 tens 2 50 × 7 = 5 tens × 7 Possible answers: 3 and 60, 2 and 90, or 9 and 20

= 24 tens = 240 = 35 tens = 350

3 Use a number line to find the product. 3 × 50 = 150

Go Online
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200
35 35
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c06r02.indd 35 10/07/21 6:33 PM 3_mflean1822132_c06e02.indd 35 10/07/21 5:01 PM

255 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

12. MTR Hiromi needs to set up chairs for

155 people to attend the school career day MTR 5.1 Use patterns and structure.
program. So far she has set up 6 rows with 20 In Problem 12, students need to find how
chairs in each row. How many more chairs
many more chairs need to be set up by
does Hiromi need to set up?
completing the two-step problem.
a. What do you need to find? • What operation helps you find the number
how many more chairs Hiromi needs to set up of chairs Hiromi has set up so far? Explain.
multiplication; Possible explanation: There are 6 rows
b. What operations will you use to find how many
with the same number of chairs in each row, 20. So,
more chairs Hiromi needs to set up?
you can multiply to put together equal groups.
multiplication and subtraction

c. Write the steps you will use to solve d. Complete each sentence.
the problem.
Hiromi needs to set up _ 155 chairs
Higher-Order Thinking
Possible answer: First, I will multiply
6 ∙ 20 to find the number of chairs
for people to attend the program. Problem 13 This is a multistep problem
Hiromi has already set up, 6 ∙ 20 ∙ 120.
6 rows with _
20
involving addition and multiplication. The
Then, I will subtract to find how many She has set up _
chairs in each row.
problem assumes that students know that
more chairs Hiromi needs to set up,
155 ∙ 120 ∙ 35. So, Hiromi needs to each dog or cat has 4 paws.
35 more
So, Hiromi needs to set up _
set up 35 more chairs.
chairs. Problem 14 assesses students’ understanding
of multiplying by 10. Students must connect
a place-value model with an equation that

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©PeopleImages/E+/Getty Images

13. Last week, Dr. Newman examined 14. Nick made this multiplication model.
they write. Students may be able to find the
the paws of 30 dogs at her clinic. Complete the equation that represents
She examined the paws of 20 cats. the multiplication model. product without correctly completing the
What is the total number of paws equation if they are able to skip count by tens
Dr. Newman examined last week? in the model.

5 Evaluate Formative
Possible answers: 4, 30, 120; 30, 4, 120
200 paws __ × __ = __ Assessment

I Can
Have students show a place-value strategy to
256 Florida’s B.E.S.T. Go Math! Grade 3 answer the I Can statement.
I can use place-value to solve problems
3_mflese661030_c06l02.indd 256 29/07/21 10:28 PM
multiplying with multiples of 10. . . . such as
base-ten blocks to show groups of tens, number line jumps
DIFFERENTIATED INSTRUCTION • Independent Activities showing jumps of equal groups, or place-value tables or
relationship.

Grab
TM

and
Math Journal WRITE Math
Version 2.0
Which strategy do you prefer to use to
Differentiated Centers Kit multiply with multiples of 10—use base-ten
blocks, a number line, or place value? Explain
Tabletop Flipchart Readers why.
Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 6 • Lesson 2   256

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 6.2
Practice and Homework
• Built-in student supports Use Place-Value Strategies to Multiply
• Actionable Item Reports Go Online
• Standards Analysis Reports with Multiples of 10 Interactive Examples

Use a number line to find each product.

Practice and Homework 80
1. 2 × 40 = _

Use Place-Value Strategies to

Multiply with Multiples of 10 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

Use the Practice and Homework pages to 2. 4 × 30 = _

120

provide students with more practice of the

concepts and skills presented in this lesson.
Students master their understanding as they 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140
complete practice items and then challenge
Use place value to find each product.
their critical thinking skills with Problem
Solving. Use the Write Math section to 3. 5 × 70 = 5 × _
7 tens 4. 60 × 4 = _
6 tens × 4
determine students’ understanding of content 35 tens = _
=_ 350 24 tens = _
=_ 240
for this lesson. Encourage students to use their
Math Journals to record their answers.
Problem Solving Real
World

5. One exhibit at the aquarium has 6. In another aquarium display, there are
5 fish tanks. Each fish tank holds 40 fish in each of 7 large tanks. How
50 gallons of water. How much water many fish are in the display?
do the 5 tanks hold?

250 gallons 280 fish

© Houghton Mifflin Harcourt Publishing Company

7. WRITE Math Which strategy do you prefer to use to

multiply with multiples of 10: base-ten blocks, a number-
line, or place-value? Explain why.

Check students’ work.

Chapter 6 • Lesson 2 257

3_mflese661030_c06p02.indd 257 29/07/21 10:29 PM

PATH TO FLUENCY • Activity

Using the Associative Property with

Multiples of 10
Investigate Students use the Associative Property of to group the factors using the equation,
Multiplication to explore different ways to group factors 4 × 3 × 2 = ____:
to multiply with multiples of 10. (4 × 3) × 2 = ____
24
• Review with students the concept that they can 4 × (3 × 2) = ____
24
break apart a factor into smaller factors. Display the • Have students show both ways that the Associative
following multiplication equation: 4 × 20 = ____. Property can be used, and solve the equation
• Show students how to break apart 20 into two factors 4 × 2 × 10 = ____.
80
with one of them that is 10 by writing 20 = 2 × 10. • Ask students to explain why they chose the way they
Then rewrite the equation: 4 × 2 × 10 = ____. did to solve. Possible answer: I chose (4 × 2) × 10 ­because I
• Next, discuss with students that with the Associative know the 10s facts and multiplying by 20 is more ­difficult.
Property factors can be grouped in any order Summarize Discuss with students how the Associative
to multiply and the product will be the same. Property helps them multiply with multiples of 10.
Demonstrate how to use parentheses to show how

257 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
8. Each bag of pattern blocks contains 9. A deli received 8 blocks of cheese. students in previously taught concepts and to
50 blocks. To make a class pattern, Each block of cheese weighs promote content retention.
the teacher combines 4 bags of blocks. 60 ounces. What is the total weight
How many pattern blocks are there? of the blocks of cheese?

200 pattern blocks 480 ounces

Spiral Review
10. Alan and Beatriz collected cans for 11. The third graders collected
recycling. Alan collected 154 cans. 754 cans. The fourth graders collected
Beatriz collected 215 cans. How many 592 cans. Estimate how many more
cans did they collect? cans the third graders collected.

369 cans Possible answer: about 200 cans

Use the bar graph for Problems 12 and 13.

12. How many more books did Ed read
Books Read in June
than Kim?

Ed

3 books Ana
Student

Kim © Houghton Mifflin Harcourt Publishing Company

13. How many books did the four students

read in June? Keisha

0 1 2 3 4 5 6 7 8 9
Number of Books
26 books

258 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c06p02.indd 258 29/07/21 10:29 PM

Chapter 6 • Lesson 2   258

LESSON
6.3 Lesson at a Glance
Multiply Multiples of 10 by 1-Digit Numbers

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.3 Multiply a one-digit whole number by a multiple of I can use different strategies to multiply multiples of 10 by
10, up to 90, or a multiple of 100, up to 900, with procedural reliability. 1-digit numbers.
Mathematical Thinking & Reasoning Standards Learning Goal
● MTR.4.1 Engage in discussions on mathematical thinking.
Model and record multiplication with multiples of 10.
● MTR.5.1 Use patterns and structure.
● MTR.6.1 Assess reasonableness of solutions. Language Objective
Students write a quick explanation of how they can model
and record multiplying multiples of 10 by 1-digit whole
numbers.
MATERIALS
• MathBoard
• base-ten blocks

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.3.NSO.2.2 Explore multiplication of ● MA.3.NSO.2.3 Multiply a one-digit ● MA.4.NSO.2.2 Multiply two whole
two whole numbers with products from whole number by a multiple of 10, up to numbers, up to three digits by up to two
0 to 144, and related division facts. 90, or a multiple of 100, up to 900, with digits, with procedural reliability.
procedural reliability.

ABOUT THE MATH

In this lesson, students use the following tools to multiply Students are provided with opportunities to select one
a 1-digit number by a multiple of 10 with regrouping: of these tools to solve different problems. They find that
one tool may be quicker and more efficient than another
• using base-ten blocks to concretely make equal groups
as they work through the lesson. These tools help prepare
of tens.
students for using the algorithm in Grade 4 to multiply in
• drawing quick pictures of base-ten blocks to visualize place values with regrouping.
models without using manipulatives; a stick represents a
ten, a square represents a hundred.
• using place value and paper and pencil to multiply, first
multiplying the ones, then multiplying the tens.

For more professional learning,

259A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 6.3 with the Interactive Student
Kenneth planted 3 rows of carrot plants in his front yard. Edition
He also planted 3 rows of carrot plants in his back yard.
He put 8 plants in each row. How many carrot plants did
Kenneth plant in all? 48 I Can Objective
I can use different strategies to multiply multiples of
10 by 1-digit numbers.
Vocabulary
• Interactive Student Edition
Making Connections
Invite students to tell you what they know about
• Multilingual Glossary
multiples of 10.
• How do you count by tens? Start at 0 and add
Fluency Builder 10 to each number.
Mental Math Have students practice multiplying. Ask • Let’s practice counting by tens. 10, 20, 30, . . .
questions similar to the following:
• What numbers do you name when you count by
• 30 × 4 120 tens? multiples of 10
• 3 × 40 120 • How many tens are in 20? 80? 150? 2, 8, 15
• What pattern do you notice? The answers have the
same number of zeros as the total number of zeros in Learning Activity
the numbers to multiply.
Tell students that Lucia plans on ordering 30
• 50 × 2 100 sandwiches. Each sandwich costs $9. How much will
• 2 × 50 100 Lucia pay?
• Why do these problems break the pattern? • How many sandwiches does Lucia need? 30
5 × 2 = 2 × 5 = 10. The product already has a zero, so
there is an extra 0 in the answer. • What is the price of one sandwich? $9
• What does Lucia want to find out? the total cost
of 30 sandwiches
• Is 30 a multiple of 10? yes.
FOCUSING ON THE WHOLE STUDENT • What operation will you use to solve this
problem? multiplication
Access Prior Knowledge
Display a tens base-ten block.
• How many does this block stand for? 10
• How do we draw a quick picture of a ten? a stick

Model how to draw a ten. _______

Repeat this process for a hundred with a quick
picture of a square.
• If I have 12 tens, how do I regroup 12 tens as hundreds
and tens? Regroup 10 tens as 1 hundred to make 1
hundred 2 tens.
Have a volunteer use the base-ten blocks to show his or
her response. Then model how to draw the regrouping
using quick pictures.

Chapter 6 • Lesson 3   259B

 CorrectionKey=FL-B

LESSON 6.3 CHAPTER 6

Name Lesson 3
2 Explore
Florida’s B.E.S.T.
Multiply Multiples of 10 by ● Number Sense & Operations 3.NSO.2.3

1-Digit Numbers ● Mathematical Thinking & Reasoning

MTR.4.1, MTR.5.1, MTR.6.1

I Can use different strategies to multiply multiples of 10

Real
Unlock the Problem World by 1-digit numbers.
Real
UNLOCK the Problem World
Activity
The community center offers 4 dance classes.
MTR 4.1 Engage in discussions on If 30 students sign up for each class, how many
mathematical thinking. students sign up for dance class? • How many equal
4
groups are there? _
Have students use tens to model 4 groups Activity Use base-ten blocks to model 4 × 30. • How many are
30
in each group?_
of 30. Materials ■ base-ten blocks
• How many groups of 3 tens are you STEP 1 Model 4 groups of 30. STEP 2 Combine the tens. Regroup
making? 4 12 tens as 1 hundred 2 tens.

• Using only hundreds and tens, what blocks

have the same value as 12 tens? 1 hundred
2 tens
• Why is it helpful to use hundreds? Possible 120
4 × 30 = _
Math Idea
If one factor is a multiple
answer: You can use fewer blocks. 120 students sign up for dance class.
So, _ of 10, then the product
Try This! will also be a multiple
of 10.
Try This! Find 7 × 40.
Students model 7 groups of 40 and regroup.
Use a quick picture to record your model. Draw a
• Why do you regroup 20 groups of tens in stick for each ten. Draw a square for each hundred.
this example? Possible answer: There are 28 tens, STEP 1 Model 7 groups of
_ STEP 2 Combine the tens. Regroup 28 tens as
so there are enough tens to make 2 hundreds. 40 .
_ 2 hundreds _
_ 8 tens.

MTR 5.1 Use patterns and structure.

© Houghton Mifflin Harcourt Publishing Company

• There are no unit blocks in the drawing.

What does that mean for your final
answer? There will be a 0 in the ones place.
Math
• How do you write 2 hundreds 8 tens as 280 .
So, 7 × 40 = _ Talk
MTR Engage in discussions on
4.1 mathematical thinking.
a 3-digit number? Possible answer: There are 2 Math Talk: Possible explanation: 7 groups of 4 tens is 2 hundreds Why will the product 7 × 40
hundreds, so I write 2 in the hundreds place. There are 8 tens, or 280, and 4 groups of 7 tens is 2 hundreds 8 tens, or 280. be the same as 4 × 70?

8 tens, so I write 8 in the tens place. There are no ones, Go Online For more help Chapter 6 • Lesson 3 259
so I write 0 in the ones place.

MTR 4.1 Engage in discussions on 3_mflese661030_c06l03.indd 259 29/07/21 10:28 PM

mathematical thinking.

Math Use Math Talk to discuss how Multilingual Support

Talk regrouping with an equal number
STRATEGY: Illustrate Understanding
of tens makes the same product.
Say the terms one, ten, and hundred, and display the corresponding
base-ten block to model each term.
• Have students draw each term using a quick picture. Then have
students record the value of each block.
• Write 12 tens on the board. Have students draw a picture to
model the number with drawings of base-ten blocks. Ask students
to draw how to regroup the number. 1 hundred 2 tens
• Explain that today they will use these drawings to help solve
multiplication problems.

Go Online
Video Tutorials and
Interactive Examples

259 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Example Use place value and regrouping.

Find 9 × 50.
Example
MODEL THINK RECORD Work through the steps for using place value
STEP 1 Multiply the ones. 50 and regrouping to multiply by a multiple of 10.
0 ones ×
_ 9
9 × 0 ones = _
0 • How do you write the product 45 tens
using hundreds and tens? Regroup 10 tens as 1
hundred, so 40 tens = 4 hundreds; 4 hundreds 5 tens
STEP 2 Multiply the tens. 50 • Explain how you recorded the regrouping
× 9
_
9 × 5 tens = 45 tens
450
in the problem. Possible answer: I regrouped
45 tens
Regroup the _ 45 tens as 4 hundreds 5 tens, so I wrote a 4 in the
4 hundreds
as _
hundreds place and a 5 in the tens place of the product.
5 tens.
_ Math

450 .
Share and Show Board
So, 9 × 50 = _
Use the checked problems for Quick Check.
Students should show their answers for the
Share and Show Math
Board
Quick Check on the MathBoard.
1. Use the quick picture to find 5 × 40.
Math Use Math Talk to focus on students’
5 × 40 = _
200
Talk understanding of multiplying a
Find the product. Use base-ten blocks or
number by a multiple of 10.
draw a quick picture on your MathBoard. Check students’ drawings.

Quick Check MTSS RtI

210
2. 7 × 30 = _ 180 = 2 × 90
3. _ 320
4. 8 × 40 = _ 240 = 4 × 60
5. _

Find the product.

Quick Check MTSS RtI
6. 80 7. 70 8. 90 9. 60 If
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

× 9
_ × 7
_ × 4
_ × 8
_
720 490 360 480 If a child misses the checked problems

Then Differentiate Instruction with

Math Talk: Possible explanation: Since any multiple Math MTR Engage in discussions on
of 10 has a 0 in the ones place, the ones digit of the Talk 4.1 mathematical thinking. • Reteach 6.3
product will always be 0. Then all you have to
do is multiply the 1-digit number by the digit in Explain why a 1-digit number
multiplied by a multiple of 10
• Waggle MA.3.NSO.2.3
the tens place to find the product mentally.
is easily computed mentally.
260 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c06l03.indd 260 29/07/21 10:28 PM

Common Errors
Common Errors
Ready for More Logical / Mathematical
Partners Error Students may make errors in counting
tens when regrouping tens as hundreds for
• Challenge students to write a multiplication the product.
problem with each of the following products, ErrorStudents regroup 32 tens as
using one factor that is a 1-digit number and 3 hundreds 3 tens because they
the other factor that is a multiple of 10: 200, regrouped 9 tens instead of 10 tens
240, 360 when making a hundred.
• Have students record their problems and trade Springboard to Learning Have students
with a partner. Ask them to compare the factors compare their regrouped value of hundreds
they used to discuss why they chose them. and tens to the original value of tens to see if
the regrouped value makes sense. Students
40 80 40 can also check their answer by counting tens.
x5 x3 x9

• Then have students share with each other a

method and steps to find each product.

Chapter 6 • Lesson 3   260

 CorrectionKey=FL-B

Name

On Your Own
4 Elaborate Find the product. Use base-ten blocks or draw a Check students’ drawings.
quick picture on your MathBoard.

140
10. 2 × 70 = _ 400
11. 8 × 50 = _ 270 = 3 × 90
12. _ 160
13. 2 × 80 = _
On Your Own
Find the product.
If students complete the checked problems
14. 80 15. 60 16. 90 17. 80
correctly, they may continue with the On Your
× 3
_ × 9
_ × 8
_ × 8
_
Own section. 240 540 720 640
For Problems 10–13, have base-ten blocks
available for students to use. Find the product.

For Problems 18–21, remind students they 18. 6 × 70 420 19. 9 × 90 810 20. 70 × 8 560 21. 90 × 7 630
can use the Commutative Property of
MTR Find the unknown factor.
Multiplication to write, for example, 70 × 8
as 8 × 70. 22. a × 80 = 480 23. b × 30 = 30 24. 7 × ■ = 420 25. 50 × ▲ = 0

6
a=_ 1
b=_ 60
■=_ 0
▲ =_
Higher-Order Thinking Real
Problem Solving · Applications World
MTR 5.1 Use patterns and structure.
26. Ava's class bought 6 packages of balloons for a school celebration.
Problems 22–25 require students to use Each package had 30 balloons. If 17 balloons were left over, how on the
higher-order thinking skills to find the many balloons were used for the party? Spot
unknown factor that makes each equation 163 balloons
true. You may wish to encourage students to
think of the basic multiplication facts to help. 27. Lori says that 30 tens can be regrouped as 3 hundreds. Is she correct?
Explain why or why not.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

yes; Possible explanation: 10 tens are 1 hundred. So 30 tens are 3 hundreds.

Problem Solving Real 28. MTR Each member of a book club reads 5 books. How many

Applications World members together read 50 books? How many members together
read 100 books? Explain how you found your answer.
Problem 26 Students need to solve a 10 members; 20 members; Possible explanation: 10 × 5 = 50 so 10 members will read 50
two-step problem. You may wish to ask books. Then 100 is 50 doubled, so twice as many members will read 100 books.
students to first identify the steps they will
Chapter 6 • Lesson 3 261
need to take to solve the problem. Guide
students to understand that the first step to
solving the problem is determining the total 3_mflese661030_c06l03.indd 261 29/07/21 10:28 PM

number of balloons Ava’s class bought. To Meeting Individual Needs

determine this, they will need to multiply
Reteach 6.3 Enrich 6.3
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

6 and 30. Then students can determine how

CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

many balloons Ava’s class used by subtracting Name

LESSON 6.3
Reteach
Name
LESSON 6.3
Enrich

17 from the product of 6 and 30.

Multiply Multiples of 10 by Multiplication Puzzle
1-Digit Numbers
MTR 5.1 Use patterns and structure.
Find the unknown factors and products. Then use your
answers to complete the puzzle.
You can use place value and regrouping to multiply
multiples of 10.
Problem 28 Show students that they can use Find 3 × 40.
1
1 4 0
2
3
3
9

reasonable guesses to figure out the answer Step 1 Use quick pictures to draw
3 groups of 40.
THINK

Multiply the ones.

RECORD
6 0

to the first question.

40 4 7
3 × 0 ones = 0 ones. × 3 0 7 0
0
6 8
4 0 9
Step 2 Regroup the 12 tens. Multiply the tens.
40 5
3 × 4 tens = 12 tens 7 0
× 3
Regroup the 12 tens 120
as 1 hundred 2 tens
Across Down

So, 3 × 40 = 120. 1 2 × 70 = ■ 1 2 × 80 = ■

■= 140 ■= 160

Find the product. Draw a quick picture. Check students’ quick pictures. 2 80 × ■ = 240 2 ■ × 1 = 30

■= 3 ■= 30
1 4 × 50 = 200 2 7 × 30 = 210

3 ■ × 80 = 720 4 8 × ■ = 560

■= 9 ■= 70

5 60 × ■ = 420 6 90 × ■ = 360
3 180 = 9 × 20 4 6 × 70 = 420 7 4
■= ■=

7 ■ × 90 = 0 8 ■ × 9 = 810
Go Online ■= 0 ■= 90

36 36
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c06r03.indd 36 10/07/21 6:33 PM 3_mflean1822132_c06e03.indd 36 10/07/21 5:00 PM

261 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

29. Frank has a 2-digit number on his baseball

uniform. The number is the product of 3
Higher-Order Thinking
multiplied by a multiple of 10. What three MTR 6.1 Assess reasonableness of solutions.
numbers could Frank have on his uniform?
In Problem 29, students need to find 2-digit
a. What do you need to find?
numbers that are multiples of 10 and have 3
the three numbers that could be on Frank’s uniform
as one factor. Students can make lists.
b. What information do you need to use? Problem 30 Students must be able to
The number is a 2-digit number. It is the product of 3 and a multiple of 10. multiply multiples of 10 by 1-digit numbers.
Students may be able to identify the store
c. How can you solve the problem? d. Complete each sentence. that bought the most carrots by using patterns
Possible answer: I can make a list of
3 multiplied with multiples of 10.
2-digit number on
Frank has a ___ to compare basic facts but will not get the
3 ∙ 10 ∙ 30 his uniform. correct total without being able to multiply
3 ∙ 20 ∙ 60
The number is a multiple of _
10 the actual factors.
3 ∙ 30 ∙ 90
multiplied by _3 .
3 ∙ 40 ∙ 120
I notice that 3 ∙ 40 is already too
Frank could have _30 , _
60 , or
big. It is a 3-digit number. 3 ∙ 50 will
_ 90 on his uniform.
be even greater. Also, the question
says there are only 3 answers. So
the number has to be 30, 60, or 90.
5 Evaluate Formative
Assessment

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©George Doyle/Getty Images
30. Baker Farm grows and sells carrots to local grocery stores.
The stores bundle the carrots to sell. Which grocery store I Can
bought the greatest number of carrots from Baker Farm? Have students show and describe a strategy to
How many carrots did the store buy?
explain the I Can statement.
Number of Carrots Number of I can use different strategies to multiply
Grocery Store
in 1 Bundle Bundles Bought
multiples of 10 by 1-digit numbers . . . by using
Buy More Foods 6 90 base-ten blocks to model groups of ten, or by using place
Lower Price Foods 8 60 value to first multiply the ones, then the tens, and record
Yummy Foods 7 80 the answer.
Healthy Foods 9 70
Healthy Foods; 630 carrots
Math Journal WRITE Math
262 Florida’s B.E.S.T. Go Math! Grade 3 Explain how to find 4 ∙ 80.

3_mflese661030_c06l03.indd 262 29/07/21 10:29 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 6 • Lesson 3   262

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 6.3
Practice and Homework
• Built-in student supports Multiply Multiples of 10 by
• Actionable Item Reports Go Online
• Standards Analysis Reports 1-Digit Numbers Interactive Examples

Find the product. Use base-ten blocks or draw a

quick picture. Check students’ drawings.
Practice and Homework
200
1. 4 × 50 = _ 2. 60 × 3 = _
180 300 = 60 × 5
3. _

Multiply Multiples of 10 by
1-Digit Numbers
Use the Practice and Homework pages to
provide students with more practice of the
concepts and skills presented in this lesson. Find the product.
Students master their understanding as they
4. 80 5. 50 6. 60 7. 70
complete practice items and then challenge
×
_ 3 ×
_ 2 ×
_ 7 ×
_ 4
their critical thinking skills with Problem 240 100 420 280
Solving. Use the Write Math section to
determine students’ understanding of content
for this lesson. Encourage students to use their 8. 6 × 90 = ____
540 9. 9 × 70 = ____
630 10. 8 × 90 = ____
720 480 = 6 × 80
11. ____

Math Journals to record their answers.

Problem Solving Real

World

12. Each model car in a set costs $4. There 13. Amanda exercises for 50 minutes
are 10 different model cars in the set. each day. How many minutes will she
How much would it cost to buy all the exercise in 7 days?
model cars in the set?
© Houghton Mifflin Harcourt Publishing Company

$40
_______ 350 minutes
_______

14. WRITE Math Explain how to find 4 × 80. Show your work.

I multiplied the 4 by 8 tens, and got 32 tens. 32 tens is equal to 320.

Chapter 6 • Lesson 3 263

3_mflese661030_c06p03.indd 263 29/07/21 10:29 PM

PROFESSIONAL
DEVELOPMENT MATH TALK IN ACTION

The class is discussing Problem 4. Martina: I can multiply the ones, 3 × 0 ones = 0 ones.
Then I can multiply the tens, 3 × 8 tens   = 24
Teacher: What is one way you can find 3 × 80? tens.
Ben: I can make 3 groups of 8 tens. That makes 24 tens. Teacher: S o, you are multiplying using place value. Why is
Teacher:  es, so you are using base-ten blocks to multiply.
Y this strategy helpful to use in this example?
With your strategy, what do you do next? Martina: I can use 3 × 8 = 24, instead of blocks.
Ben: I need to regroup 20 tens as hundreds. Regroup Teacher: S o, you are using a multiplication fact you know.
10 tens as 1 hundred. Do that 2 times. Now With your strategy, what do you do next?
I have 2 hundreds 4 tens.
Martina: Next, I need to regroup 24 tens as hundreds and
Jorge: Then you need to write the number. 2 hundreds tens. 20 tens make 2 hundreds. So, I get
means write a 2 in the hundreds place. 4 tens 2 hundreds 4 tens. I get the product 240, too.
means write a 4 in the tens place. There are no
ones, so write a 0 in the ones place. The product Teacher:  ery good. What is the same about Martina’s
V
is 240. strategy and Ben’s strategy?

Teacher: Very good. Does anyone know a different way Cora:  hey used place value, and they regrouped the
T
to multiply 3 × 80? tens as hundreds and tens.

263 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
15. Each shelf in one section of the library 16. One can of juice mix makes 30 ounces students in previously taught concepts and to
holds 30 books. There are 9 shelves of juice. How many ounces of juice promote content retention.
in that section. How many books will can be made from 6 cans of juice mix?
these shelves hold?

270 books 180 ounces

Spiral Review
17. Taemin bought 7 cans of tennis balls. 18. Use the Commutative Property of
There are 3 balls in each can. How Multiplication to write a related
many balls did Taemin buy? multiplication equation.

3 × 4 = 12

21 tennis balls 4 ∙ 3 ∙ 12

19. Lyn drew this bar model to solve a 20. Rahul drew this bar model to
problem. What operation should she find the unknown number of balls.
use to find the unknown number? Find the unknown number.

90 flowers 54 flowers 106 balls balls

© Houghton Mifflin Harcourt Publishing Company

flowers 250 balls

addition 144

264 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c06p03.indd 264 30/07/21 6:44 PM

Chapter 6 • Lesson 3   264

LESSON
6.4 Lesson at a Glance
Multiply Multiples of 100 by 1-digit
Numbers

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.3 Multiply a one-digit whole number by a multiple of I can use place-value strategies to multiply multiples of 100
10, up to 90, or a multiple of 100, up to 900, with procedural reliability. by 1-digit numbers.
Mathematical Thinking & Reasoning Standards Learning Goal
● MTR.1.1 Actively participate in effortful learning.
Use base-ten blocks, a quick picture, a number line, patterns,
● MTR.4.1 Engage in discussions on mathematical thinking. and mental math to multiply a multiple of 100 by a 1-digit
● MTR.5.1 Use patterns and structure. number.
● MTR 6.1 Assess reasonableness.
Language Objective
Students write a quick explanation of how they can model
and record multiplying multiples of 100 by 1-digit whole
numbers.
MATERIALS
• MathBoard
• base-ten blocks

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.3.NSO.2.2 Explore multiplication of ● MA.3.NSO.2.3 Multiply a one-digit ● MA.4.NSO.2.2 Multiply two whole
two whole numbers with products from whole number by a multiple of 10, up to numbers, up to three digits by up to two
0 to 144, and related division facts. 90, or a multiple of 100, up to 900, with digits, with procedural reliability.
procedural reliability.

ABOUT THE MATH

Teaching for Depth
Giving students experience with different representations • a dot for one
of numbers and operations provides them with a • a stick for one ten
collection of strategies for solving problems and/or
• a square for one hundred
checking their work.
• a square with a T inside for one thousand
• Base-ten blocks provide a concrete model using
• Number lines help students visualize patterns when
hundreds, tens, and ones.
multiplying with multiples.
• Quick pictures of base-ten blocks enable students to
visualize these models after they have stopped using
manipulatives. They can represent the numbers using

For more professional learning,

265A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 6.4 with the Interactive Student
Mike rode his bike m miles each day this week. Which Edition
expression represents the total number of miles he rode
this week?
a m+7 c m−7 I Can Objective
I can use place-value strategies to multiply
b m×7 d m−5
multiples of 100 by 1-digit numbers.

Vocabulary Making Connections

• Interactive Student Edition Invite students to tell you what they know about
• Multilingual Glossary multiples of 100.
• How do you count by hundreds? Start at 0 and
Vocabulary Builder add 100 to each number.
Materials vocabulary cards for multiple, product, factor • Let’s practice counting by hundreds. 100, 200,
(see Teacher Resources), word description (see Teacher 300, . . .
Resources)
• What numbers do you name when you count by
Vocabulary Cards Have students use vocabulary cards to hundreds? multiples of 100
review the words multiple, product, and factor. The word
description graphic organizer can help students better • How many hundreds are in 200? 600? 800?
understand and review vocabulary words. 2, 6, 8

For each vocabulary word, have students fill in the Learning Activity
definition and characteristics using their own words.
Ask students to think about two places that are
Then have them come up with as many examples and
about 100 steps apart. What happens if you walk
non‑examples as possible.
between the two places 5 times?
Write the Describe using
definition.
facts and • What are you trying to find? the total number
characteristics. of steps
• How many steps do you take between your two
multiple places? 100 steps
• How many times do you walk? 5
Write or draw an example. Write or draw a non-example. • What operation would help you solve the
problem? multiplication

FOCUSING ON THE WHOLE STUDENT

Access Prior Knowledge

• What body part comes in 10s? fingers and toes
Ask volunteers to skip count by 10s from 10 to 90. The
students should stand and each show 10 fingers as they
count off.
• How is skip counting by 10s related to multiples of 10?
Each number I say when I skip count by 10s is a multiple
of 10.
Give students an opportunity to demonstrate skip
counting by 100s and 1,000s.

Chapter 6 • Lesson 4   265B

 CorrectionKey=FL-B

LESSON 6.4 CHAPTER 6

Name Lesson 4
2 Explore
Florida’s B.E.S.T.
Multiply Multiples of 100 by ● Number Sense & Operations 3.NSO.2.3

1-Digit Numbers ● Mathematical Thinking & Reasoning

MTR.1.1, MTR.4.1, MTR.5.1, MTR.6.1

Real
I Can use place-value strategies to multiply

Unlock the Problem World multiples of 100 by 1-digit numbers.

UNLOCK the Problem Real

You can draw quick pictures to model World
numbers. Using quick pictures is similar to Each auditorium at a movie theater holds 200 people. If there Math Idea
using base-ten blocks. are 6 auditoriums, how many people does the theater hold? When you multiply
• A dot or a small circle represents each one. 100 with another
Activity Use a model. whole number, the
• A stick represents each long or ten. Materials ■ base-ten blocks
product will be a
multiple of 100.
• A square represents each flat or hundred. Model the first nine multiples of 100.
• A square with a T inside represents each The first three are shown.
thousands block or thousand.
Use iTools: Base-Ten Blocks • Show how to
connect models using base-ten blocks to quick
pictures you draw on the board.

MTR 1.1 Actively participate in effortful 1 × 100 2 × 100 3 × 100

learning. 100 200 300

What are the first nine multiples of 100? 100, 200, 300, 400, 500, 600, 700, 800, 900
Activity
After students model the first nine multiples One Way Use a visual model to find 6 × 200. Draw a quick picture of your visual model.
STEP 1 Model 6 rows of 200. STEP 2 Regroup 12 hundreds as
of 100, ask a volunteer to name them.
Combine the hundreds. 1 thousand 2 hundreds.
• How do the models show multiplication?
Possible answer: Each 100 block is one group of 100.
© Houghton Mifflin Harcourt Publishing Company

Two blocks show 2 × 100. Three blocks show 3 × 100. T

One Way
Point out that these quick pictures can help
students represent a problem.
6 × 200 = 1,200
• What does the quick picture in Step 1
show? Possible answer: 12 flats, 12 hundreds, or Go Online For more help Chapter 6 • Lesson 4 265
1,200.
• How does Step 1 show 6 × 200? Possible
a­ nswer: There are six rows of two squares. This shows 6 3_mflese661030_c06l04.indd 265 29/07/21 10:29 PM

groups of 200, or 6 × 200.

• What does the quick picture in Step 2
show? Possible answer: It shows a group of
Multilingual Support
10 hundreds regrouped as 1 thousand.
STRATEGY: Describe
0 1 2 3 4 5 6 7 8 9 10
• Students can differentiate
between similar terms by 0 0 0 0 0 0 0 0 0 0 0 0

describing them. 1 0 1 2 3 4 5 6 7 8 9 10
2 0 2 4 6 8 10 12 14 16 18 20
• Write out and say the 10 times 3 0 3 6 9 12 15 18 21 24 27 30
table with students. Have 4 0 4 8 12 16 20 24 28 32 36 40
students describe what they did. 5 0 5 10 15 20 25 30 35 40 45 50
Elicit the word multiply. 6 0 6 12 18 24 30 36 42 48 54 60
7 0 7 14 21 28 35 42 49 56 63 70
• Write down the word multiple.
8 0 8 16 24 32 40 48 56 64 72 80
Have students identify the
9 0 9 18 27 36 45 54 63 72 81 90
multiples of 10. Then have them
10 0 10 20 30 40 50 60 70 80 90100
describe what a multiple is.

Go Online
Video Tutorials and
Interactive Examples

265 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Other Ways
Other Ways
A Use a number line.

An online retail store sells 300 pairs of basketball shoes MTR 4.1 Engage in discussions on
each month. How many pairs of shoes will the store sell mathematical thinking.
in 5 months?
Find 5 × 300.
Example A
Multiplication can be thought of as repeated addition. Lead a discussion with students about why
Draw jumps to show the product. they would use multiplication to solve this
problem. I am combining the number of basketball
5 × 3 = 15 basic fact shoes sold each month. When I combine equal groups, I
→
0 3 6 9 12 15 18
can multiply to find the total.
5 × 30 = 150 • Why are the number lines marked in
0 30 60 90 120 150 180 multiples of 3, 30, and 300? I am skip counting
by 3s, 30s, or 300s.
5 × 300 = 1,500
0 300 600 900 1,200 1,500 1,800
MTR 5.1 Use patterns and structure.
Example B
So, the online store sells __
1,500 pairs of basketball shoes in 5 months.
• Explain the pattern that you see. When
B Use patterns and mental math. you increase the number of zeros in one of the factors,
Basic fact Basic fact with a zero there will be an equal increase in the number of zeros
in the product.
4 × 7 = 28 basic fact 6 × 5 = 30 basic fact
→ →

© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Getty Images RF

4 × 70 = 280 6 × 50 = 300
MTR 4.1 Engage in discussions on
4 × 700 = ___
2,800 6 × 500 = ___
3,000
mathematical thinking.

Math Use Math Talk to show students

Talk
• WRITEMath How does the number of zeros in the product of 6 and 500

© Houghton Mifflin Harcourt Publishing Company

compare to the number of zeros in the factors? Explain. that they cannot always simply
Possible explanation: there are 3 zeros in the product and only 2 zeros in the factors count zeros in the factors to decide how many
because there is a zero in the answer part of the basic fact 6 × 5 = 30.
zeros there
Commonwill be inErrors
the product.
Math Talk: Possible description: As the
number of zeros in a factor increases, the
Math MTR MTR in discussions on mathematical
Engage
Talk 4.1 thinking.
number of zeros in the product increases.
Describe how the number of zeros in the
factors and products change in Example B. Common Errors
266 Florida’s B.E.S.T. Go Math! Grade 3

Error Students may not include the correct

3_mflese661030_c06l04.indd 266 29/07/21 10:29 PM number of zeros in the product.
Example 8 × 5,000 = 4,000
Ready for More Logical
Individual/Partners Springboard to Learning Have the
s­ tudents write the basic fact first and then
Ask: What is the Associative Property of circle it before they write the zeros.
Multiplication? The property that says you may group factors
8 × 5,000 = 40,000
anyway you like and the product will remain the same.
Show students this problem: 9 × 80. Ask:
• How can you write 80 as a product of a number
and 10? 80 = 8 × 10 This means we can rewrite the
problem as 9 × (8 × 10) or, using the Associative
Property of Multiplication, (9 × 8) × 10.
• Which part shows a basic fact? (9 X 8)
• Rewrite using the product from the basic fact.
72 × 10

• So, what is the product of 9 × 80? the same as the

product of 72 × 10, or 720

Chapter 6 • Lesson 4   266

 CorrectionKey=FL-B

Name

3 Explain Share and Show Math

Board

1. Use the drawing to find 2 × 500.

Math
MTR 5.1 Use patterns and structure. Talk
MTR Use patterns and
5.1 structure.
T
Math
Explain how to use a
See below. basic fact and a pattern
Use Math Talk to discuss how to use
Talk 9 × 8 and the pattern of multiplying 2 × 500 = ___
1,000
to find 9 × 800 on a
number line.

by 100 to find the product. Draw a quick picture or a number line to find the product.
2. 3 × 400 = ___
1,200 3. 4 × 600 = ___
2,400
Math
Share and Show Board
0 600 1,200 1,800 2,400
Use Problems 3 and 6 for Quick Check.
Math Talk: Possible explanation: Begin by
Students should show their answers for the T
using a number line to find the basic fact
Quick Check on the MathBoard. 9 × 8 = 72. Then make a pattern by adding
zeros to the factor 8 and the product 72 until
you find 9 × 800 = 7,200.
Quick Check MTSS RtI
Quick Check MTSS RtI Use mental math to complete the pattern.
4. 2 × 8 = 16 5. 6 × 3 = 18 6. 4 × 5 = __
20

If 2 × 80 = __
160 6 × 30 = __
180 4 × 50 = __
200
If a student misses the checked
problems 2 × 800 = __ 6 × 300 = __ 4 × 500 = __
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Getty Images RF

1,600 1,800 2,000

Then Differentiate Instruction with On Your Own

• Reteach 6.4
Use mental math to complete the pattern.
• Waggle MA.3.NSO.2.3
7. 7 × 5 = 35 8. 6 × 9 = 54 9. 5 × 8 = ___
40
© Houghton Mifflin Harcourt Publishing Company

7 × 50 = ___
350 6 × ___
90 = 540 5 × 80 = ___
400

7 × 500 = ___
3,500 6 × 900 = ___
5,400 5 × ___
800 = 4,000

4 Elaborate Find the unknown factor.

10. __
7 × 900 = 6,300 11. 7 × __
800 = 5,600 12. 8 × __
400 = 3,200

Chapter 6 • Lesson 4 267

On Your Own
3_mflese661030_c06l04.indd 267 29/07/21 10:29 PM

Higher-Order Thinking Meeting Individual Needs

Reteach 6.4 Enrich 6.4
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

Problems 10–12 require students to use CorrectionKey=FL-A

MTSS RtI1 CorrectionKey=FL-A

higher-order thinking skills. Students connect Name

LESSON 6.4 Name
LESSON 6.4
Enrich
basic facts to what they know about multiples
Reteach

of 100 and 1,000 to find missing factors. Multiply Multiples of 100 by Multiplication Puzzle
1-Digit Numbers Solve each problem. For each exercise, the unknown factor or product has

MTR 6.1 Assess reasonableness of solutions.

a matching letter. Place the letter above the exercise number to find the
You can use a number line or patterns and mental math to multiply answer to the question.
multiples of 100.
1 9 × 300 = ■ 2 6 × 500 = ■
Problem 11 How can you use a basic fact to Find 6 × 200.
■= 2,700 ■= 3,000
When you have equal groups, you can show a product by drawing
find the missing factor? I can think 7 times what jumps on a number line. 3 8 × 900 = ■ 4 3 × 200 = ■
600
equals 56, then add 2 zeros to the missing factor. Draw 6 jumps of 200 to show 6 equal groups of 200. ■= 7,200 ■=

7 X 8 = 56, so 7 X 800 = 5,600. 0 200 400 600 800 1,000 1,200 1,500
5 ■ × 800 = 4,800

■= 6
6 ■ × 700 = 5,600

■= 8
6 × 200 = 1,200.
You can use mental math and patterns to find products.
7 300 × ■ = 1,500 8 600 × ■ = 4,200

■= 5 ■= 7
Find 4 × 500.

4 × 5 = 20
What is the fastest animal in water?
4 × 50 = 2,00

4 × 500 = 2,000 A L S S I F I H
KEY
As the number of zeros in one of the factors increases, the number of zeros in the
product increases by the same number. 3,000 600 2,700 5 8 6 7,200 7

Draw a number line or use mental math to find the product. S A I L F I S H

Check students’ number lines.
1 5 × 300 = 1,500 2 9 × 2 = 18 1. 2. 3. 4. 5. 6. 7. 8.

9 × 20 = 180

9 × 200 = 1,800
0 300 600 900 1,200 1,500 1,800

Go Online
37 37
Video Tutorials and © Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Interactive Examples 3_mflean1822132_c06r04.indd 37 14/07/21 9:36 PM 3_mflean1822132_c06e04.indd 37 10/07/21 2:26 PM

267 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Problem Solving · Applications Real

World
Problem Solving Real
13. Sunshine’s Beach Hut rents beach
Applications World
umbrellas. The store rented 400
umbrellas in June and 500 umbrellas Have students read the problem and discuss
in July. If each umbrella rents for the important information. Students can
$7 per day, how much did they make
on the rentals? make a list of the steps necessary to solve this
multistep problem.
A $2,800 C $6,300 MTR 4.1 Engage in discussions on
mathematical thinking.
B $3,500 D $7,900
Invite students to work in pairs to discuss
the process in answering each part of the
a. What do you need to know?
question. How can they check the answer? Is
how much they earned renting beach umbrellas
there another way to solve the problem?
b. What operations do you need to use?

addition and multiplication

c. Show the steps you use to solve

the problem.
d. Complete the sentences. 5 Evaluate Formative
Assessment
For June, __ 400 beach umbrellas
7 × 400 = 2,800 were rented for $ __
2,800 .
7 × 500 = 3,500
2,800 + 3,500 = 6,300
For July, __
500 beach umbrellas
were rented for $ __
3,500 .
I Can
Have students describe their favorite strategy
Sunshine’s Beach Hut made __ $6,300
renting beach umbrellas in June and for answering the I Can statement.
July. I can use place-value strategies to multiply
multiples of 100 by 1-digit numbers . . . such
14. Carmen saves $300 each month. How 15. Hamisi sells bicycles for $200. If she as multiplying mentally by using a basic fact and pattern,
© Houghton Mifflin Harcourt Publishing Company
much has she saved after 7 months? sells 9 of them, how much money will using base-ten models, or drawing number lines or quick
she have earned? pictures to model the situation.

___
$2,100 ___
$1,800
Math Journal WRITE Math
Explain how finding 7 ∙ 20 is similar to
finding 7 ∙ 200. Then find each product.
268 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c06l04.indd 268 30/07/21 6:48 PM

DIFFERENTIATED INSTRUCTION • Independent Activities

Grab
TM

and
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 6 • Lesson 4   268

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 6.4
Practice and Homework
• Built-in student supports Multiply Multiples of 100 by
• Actionable Item Reports Go Online
• Standards Analysis Reports 1-Digit Numbers Interactive Examples

Use mental math to complete the pattern.

Practice and Homework 1. 6 × 4 = 24 2. 3 × 7 = 21 3. 6 × 5 = 30
6 × 40 = __240 3 × 70 = __210 6 × 50 = __300
6 × 400 = __
2,400 2,100
3 × 700 = __ 3,000
6 × 500 = __
Multiply Multiples of 100 by
1-Digit Numbers
4. 8 × 9 = 72 5. 8 × 7 = 56 6. 5 × 7 = 35
Use the Practice and Homework pages to
720
8 × 90 = __ 560
8 × 70 = __ 5 × 70 = __350
provide students with more practice of the 7,200 5,600 3,500
8 × 900 = __ 8 × 700 = __ 5 × 700 = __
concepts and skills presented in this lesson.
Students master their understanding as they
complete practice items and then challenge
their critical thinking skills with Problem 7. 9 × 3 = 27 8. 5 × 5 = 25 9. 4 × 8 = 32
Solving. 270
9 × 30 = __ 5 × 50 = __250 4 × 80 = __320
2,700
9 × 300 = __ 2,500
5 × 500 = __ 3,200
4 × 800 = __

Problem Solving Real

World

10. Misha makes a lasagna for a dinner 11. Kiaya has worked for 5 weeks. She
party. Each serving is 500 grams. If the made $500 each of the first 2 weeks
lasagna contains 9 servings, how many and $600 each of the last 3 weeks. How
© Houghton Mifflin Harcourt Publishing Company

grams are in the entire lasagna? much money did Kiaya make after 5
weeks?
4,500 grams
_____ $2,800
_____

Chapter 6 • Lesson 4 269

3_mflese661030_c06p04.indd 269 29/07/21 10:29 PM

269 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
12. Jerome has 9 books of stamps he 13. Leif pays $300 a month for rent. How students in previously taught concepts and to
has collected. Each book holds 400 much does he pay in 7 months? promote content retention.
stamps. How many stamps does A $700
Jerome have in all?
B $2,100
A 3,600 stamps
C $2,800
B 360 stamps D $4,900
C 3,200 stamps
D 320 stamps

Spiral Review
14. Which of the following represents 15. Kiera is decorating for a party.
the Commutative Property of She wants balloons in 6 different
Multiplication? locations. In each location, she will
A 5×8=8×5 have 3 bunches of 4 balloons. How
many balloons will Kiera need in all?
B 0=4×0
A 12 balloons
C 12 × 1 = 12
B 18 balloons
D (6 × 4) × 8 = 6 × (4 × 8)
C 24 balloons
D 72 balloons

16. Deondre created drawings using 17. Which property could be used to find
chalk and pencils. He used chalk 3 the unknown factor?
times as often as he used pencil. If he
used pencil 5 times, how many times 6× =0
did he used chalk? A Zero Property of Multiplication
© Houghton Mifflin Harcourt Publishing Company
A 5 B Identity Property of Multiplication
B 15
C Commutative Property of
C 20 Multiplication
D 25 D Associative Property of
Multiplication

270 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c06p04.indd 270 29/07/21 10:29 PM

Chapter 6 • Lesson 4   270

LESSON
6.5 Lesson at a Glance
Use the Distributive Property to Multiply a
2-Digit Number and a 1-Digit Number

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.AR.1.1 Apply the distributive property to multiply a one-digit I can apply the Distributive Property to multiply a 2-digit
number and two-digit number. Apply properties of multiplication to find a number and a 1-digit number.
product of one-digit whole numbers.
Learning Goal
Mathematical Thinking & Reasoning Standards
Students use the Distributive Property and partial products
● MTR.3.1 Complete tasks with mathematical fluency.
to multiply a 2-digit number by a 1-digit number.
● MTR.5.1 Use patterns and structure.
● MTR.7.1 Apply mathematics to real-world contexts. Language Objective
Students write a quick explanation of how they can model
and record multiplying a 2-digit number by a 1-digit number.
MATERIALS
• MathBoard

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.AR.1.1 Solve one- and two-step ● MA.3.AR.1.1 Apply the distributive ● MA.4.AR.1.1 Solve real-world problems
addition and subtraction real-world property to multiply a one-digit number involving multiplication and division of
problems. and two-digit number. Apply properties of whole numbers including problems in
multiplication to find a product of one- which remainders must be interpreted
digit whole numbers. within the context.

ABOUT THE MATH

In this lesson, students draw upon previous understanding Students are shown multiple ways to find the product of a
of multiplication with 1-digit numbers to multiply a 2-digit 2-digit number and a 1-digit number. Students use base-ten
number by a 1-digit number. Models help students see blocks to model the multiplication as an array or an array on
the relationship between the place values involved in the grid paper. The array can be partitioned into tens and ones.
multiplication. The sum of these values is equal to the product.
Partial products are introduced as the product of the place Students are also shown how to perform and record the
values independent from one another. The sum of these multiplication presented in the formal algorithm. Make
partial products is equal to the product of the original sure the model is tied to this algorithm to reinforce the
numbers. meaning behind the steps.

For more professional learning,

271A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 6.5 with the Interactive Student
An orchard has 8 rows of trees. Six rows are apple trees Edition
and 2 rows are cherry trees. There are 5 trees in each row.
How many trees are there in all? 40 trees
I Can Objective
Vocabulary I can apply the Distributive Property to multiply a
2-digit number and a 1-digit number.
• Interactive Student Edition
• Multilingual Glossary Making Connections
Invite students to tell you what they know about
the Distributive Property.
Vocabulary Builder
• What is the first step to use the Distributive
partial products Property to multiply 2 ∙ 13? Break 13 apart to
Ask student to define partial products in their own words. 10 + 3.
Include a multiplication problem in which partial products
could be used to help find the product. Label the partial • How will you multiply? Multiply the tens: 2 × 10,
products. and the ones: 2 × 3.
• What is the last step? Add the products:
20 + 6 = 26.
• How can the Distributive Property help you
FOCUSING ON THE WHOLE STUDENT multiply? You can break apart one of the
factors, multiply the tens and the ones, and add
the products.
Supporting All Learners
Learning Activity
After the lesson, encourage students to describe their
Draw a picture and tell students the following
process out loud when learning something new because
story. Finn is looking for cactus plants with exactly
it helps etch the information in their brain. Do you know
4 animals living in them. He finds 21 cactus plants.
that when you are describing your process to someone
Doc wants to know how many animals there are in
else, you are using a different part of your brain than
all.
you use solving the problem? When you use more of your
brain, you are more likely to remember a skill. Take turns • What is Finn looking for? cactus plants with
sharing your process with a partner. When you work exactly 4 animals living in them
together, you help each other grow.
• How many does he find? 21
• What does Doc want to find out? how many
total animals are living in the 21 cactus plants

Chapter 6 • Lesson 5   271B

 CorrectionKey=FL-B

LESSON 6.5 CHAPTER 6

Name Lesson 5
2 Explore
Florida’s B.E.S.T.
Use the Distributive Property to ● Algebraic Reasoning 3.AR.1.1

Multiply a 2-Digit Number and a ● Mathematical Thinking & Reasoning

MTR.3.1, MTR.5.1, MTR.7.1

1-Digit Number
Unlock the Problem I Can apply the Distributive Property to multiply a
2-digit number and a 1-digit number.
Students’ experiences with arrays can help
UNLOCK the Problem Real
them understand the process of multiplying World
2-digit numbers by 1-digit numbers. This
For a field trip to the science center, there are
lesson shows students how to record partial 4 buses from Maddie’s school with 16 students
When you multiply the tens
and the ones separately and
products for the area model, starting with the on each bus. How many students are going on then add the products, you
greatest place. While partial products can be the field trip? are finding partial products.

written in any order, it is easier for students 4 × 16 = ■

to connect the recording to the area model if
One Way Make an array with base-ten blocks
they start with the greatest place. to model the problem.

One Way STEP 1 STEP 2

Use 1 ten 6 ones to show 16. Make 4 rows Combine the tens and the ones to find
Review the definition of partial product with of 16 to show 4 × 16. the product.
students. Then have them read the problem
about the students going on a field trip. Ask:
• How does 4 ∙ 16 relate to the word 4 × 16 = 4 × (10 + 6)
(4 × 10) + (4 × 6) =
problem? The 4 tells the number of buses and the 16
tells how many students are on each bus. 40 + _
_ 24 = _64

• How can you write 16 as a sum of tens and 64

4 × 16 = _
ones? 10 + 6 Another Way Draw an array on grid paper.

• Why is there 1 ten and 6 ones in each row 10 6

of base-ten blocks? 1 ten and 6 ones equal 16
© Houghton Mifflin Harcourt Publishing Company

4
• Which equation describes the tens blocks? The
ones blocks? 4 × 10 = 40; 4 × 6 = 24 4 rows of 10 4 rows of 6
• Why do you add 40 and 24 to find the 10 ) + (4 × _
(4 × _ 6 )=
product? You have to combine the 4 tens and 24
40 + _
_ 24 = _
64
ones to find how many in all.
So, 64 students are going on the field trip.
_
Another Way Chapter 6 • Lesson 5 271
Direct students’ attention to the area model.
Then ask:
3_mflese661030_c06l05.indd 271 29/07/21 10:29 PM

• How is the array on grid paper like the

array of base-ten blocks? There are 4 rows of 16.
Multilingual Support
STRATEGY: Define
• Students can define words by using them in context with their
definitions.
• Remind students that to estimate is to use mental math to get a
close answer, not the exact answer.
• Write on the board and model the sentence, “I estimate that
7 × 21 is about 140.” Have students repeat the sentence.
• Give students several multiplication problems and tell them to
answer using the same sentence pattern.

Go Online
Video Tutorials and
Interactive Examples

271 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B CorrectionKey=FL-B

Record Multiplication.
You can use what you have learned about the Distributive explanation: You record
Property to find products of 2-digit and 1-digit numbers. the tens first because
Math Talk: Possible
3 Explain
you are working from left
6 × 23 = ■ or 23 to right when shading the
visual model.
× 6
_ Check MTR 5.1 Use patterns and structure.
Shade the visual model to show students’ Math MTR
models. Talk
Complete tasks with
3.1 mathematical fluency.
Students connect what they have learned
each step. 20 3
Explain why you record the about place value and the Distributive
tens first in Step 1.
Property to recording partial products. The
6
rectangular area model is visually related to
the Distributive Property. Students will record
STEP 1 STEP 2 STEP 3
partial products starting with the tens place.
23 23 23
×
_ 6 ×
_ 6 ×
_ 6
This also visually relates to the Distributive
Multiply the tens. Multiply the ones.
120 →
6 × 2 tens = 120 6 × 3 ones = 120 Property that is written starting with the
18
greatest place value.
→
12 tens 18 ones +
__ 18
Add the partial
138 →
products.
Discuss Steps 1–3.
138 .
So, 6 × 23 = _
• Why did you multiply the tens first? The tens
are the greatest place value and they are on the left in
Share and Show Math
Board
the array.
• What is the value of the 2 in 23? 20
1. Model 5 × 18 with base-ten blocks or grid paper.
Use paper and pencil to record your multiplication. Check students’ work. 90 • Are you multiplying 6 ∙ 2 or 6 ∙ 20? 6 × 20
• What factors are you multiplying when you
Find the product.
multiply the ones? 6 × 3
2. 10 4 3. 10 8
3 2 18
×2
_ MTR 3.1 Complete tasks with mathematical
10 ) + (3 × _
(3 × _ 4 )= 36 fluency.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

3 × 14 = _
42
Math Use Math Talk to focus on students’
Find the product. Use base-ten blocks or draw an Talk understanding of how to record
array to help.
multiplication.
4. 24 × 4 5. 17 × 3 6. 52 × 6 7. 41 × 7

96
_ 51
_ 312
_ 287
_ Math
272 Florida’s B.E.S.T. Go Math! Grade 3
Share and Show Board

The first problem connects to the learning

model. Have students use the MathBoard to
3_mflese661030_c06l05.indd 272 29/07/21 10:29 PM
explain their thinking.
Use the checked problems for Quick Check.
Ready for More Kinesthetic/Visual
Individual/Partners
Students should show their answers for the
Quick Check on the MathBoard.
Materials two-color counters

• Have students MTSS RtI

Quick
model 3 × 14 Quick Check
Check MTSS RtI
by making
an array with If
If a student misses the checked
3 rows of 14 problems
counters. Each row of 14 should have 10 red
counters and 4 yellow counters as shown. Then Differentiate Instruction with
• Have the students write a multiplication • Reteach 6.5
equation to represent each part of the colored • Waggle MA.3.AR.1.1
array. (3 ×10 = 30) + (3 × 4 = 12)
• Now have students find the number of red and
yellow counters and add to find the total. 30 red,
12 yellow, 42 total

• Have students model other arrays with their

counters and write multiplication equations to
match.

Chapter 6 • Lesson 5   272

 CorrectionKey=FL-B

Name

4 Elaborate On Your Own

Use the table for Problems 8–13. Flowering Tree Sale
8. What is the cost of 3 Purple Regular Discounted Price
On Your Own Lilac trees? Tree Price
per Tree
per Tree
(4 or more)
Problems 8–13 are one- or multi-step $87 Magnolia Grandiflora $59 $51
problems that involve multiplication and American Redbud $19 $15
9. What is the cost of 2 Magnolia
addition or subtraction. Zuni Crepe Myrtle $39 $34
Grandiflora trees and 1 American
Purple Lilac $29 $25
Give students an opportunity to share their Redbud tree?
problems and solutions with the class. $137

10. What is the difference in cost of 3

Higher-Order Thinking Zuni Crepe Myrtle trees and 4 Purple on the
Show the Math
Lilac trees? Spot Demonstrate Your Thinking
MTR 7.1 Apply mathematics to real-world $17
contexts.
Problem 10 is a multi-step problem that 11. Look back at Problem 10. Write a similar
problem by changing the number and type of
requires students to first find the cost of 3
trees. Then solve the problem.
crepe myrtle trees and 4 lilac trees and then
Possible problem: What is the difference in cost of 3
subtract to find the difference. Students need
to be aware of the discounted price for Magnolia Grandiflora trees and 4 American Redbud

4 trees. trees; $117

Problem 12 Students have to find the cost

12. How much will you save by buying 6 American
of 6 redbud trees at the regular price and Redbud trees at the discounted price instead of
compare the cost to 6 trees at the discounted at the regular price?
price. $24
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

13. WRITE Math What’s the question? Mario

multiplied by 4 and used the information in the
table. The answer is $204.
What is the cost of 4 Magnolia Grandiflora trees?

Common Errors Chapter 6 • Lesson 5 273

Error Students may not correctly align the

partial products. 3_mflese661030_c06l05.indd 273 29/07/21 10:29 PM

Meeting Individual Needs

Example
Reteach 6.5 Enrich 6.5
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”

​   48​
CorrectionKey=FL-A
MTSS RtI1 CorrectionKey=FL-A

Common Errors
×3
_ Name
LESSON 6.5
Reteach
Name
LESSON 6.5
Enrich

​120​
  
_ 24 Use the Distributive Property to Multiply Rectangular Patterns
a 2-Digit Number and a 1-Digit Number
360 You can multiply the tens and ones separately and then
Flora makes rectangular patterns out of colored tiles. Use
the area models to determine the number of tiles Flora
add the partial products to find products of 2-digit and will use for each rectangular pattern.
1-digit numbers.
 fter students record the partial product
A Ben is tiling his hallway. He places 4 rows of tiles with
1 Flora will use 180 blue tiles.
The pattern has 9 rows of 20 tiles.

for the tens, tell them to draw a line to 18 tiles in each row. How many tiles does he use?
Find 4 × 18. You can break apart 8.
10 + 10

separate the ones place from the tens place. 4 × 18 = 4 × (10 + 8) Break apart.
10 8
9

Then they align the ones place of each = (4 × 10) + (4 × 8)

= 40 + 32 = 72
Multiply.

Add.
4 blue

partial product using the line. Ben uses 72 tiles.

10 10 6
2 Flora will use 90 red tiles.
The pattern has 3 rows of 30 tiles.
Find 5 × 26. Multiply the tens. Then multiply
5 10 + 10 + 10
​   48​ the ones.
26 26 26
3

_×3 × 5
100
× 5
5 × 2 tens 100
× 5
100
red

120​
​   30 5 × 6 ones +30
Add the partial
3 Flora will use 200 green tiles.
The pattern has 5 rows of 40 tiles.
_24 130
products. 10 + 10 + 10 + 10

144 Find the product. 5

36 27 48 17 green
1 × 9 2 × 5 3 × 3 4 × 6
10 + 10
324 135 144 102
4 Flora will use 100 purple tiles. 5
19 24 35 58 The pattern has 5 rows of 20 tiles.
5 × 7
6 7 × 4 8 × 3
× 8 purple
133 192 140 174

38 38
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

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273 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Real
Problem Solving · Applications World Problem Solving Real
Fill in the bubble for the correct answer choice. Applications World
14. There are 26 teams in the spring baseball league. Each
team needs 5 parent volunteers. How many volunteers MTR 3.1 Complete tasks with mathematical
do the teams need?
fluency.
A 31 volunteers C 100 volunteers Problem 14 Students multiply to find the
B 30 volunteers D 130 volunteers product. Students may use any strategy
they prefer to find the product. Discuss the
15. Richmond Elementary School has 5 reading
classes. Each class sends 19 students to the school
different methods students may choose and
spelling bee. How many students are in the school why to aide in mathematical fluency with
spelling bee? multiplication of 2-digit numbers by 1-digit
10 9 numbers.
Problem 16 Students need to add the
5
distance to and from the park to find the total
distance traveled each time, 17 + 17 = 34. Then
A 24 students C 95 students students multiply the total distance traveled by
the number of times it is traveled each week.
B 45 students D 545 students

16. MTR Kyle lives 17 miles away from Main City Park. He
goes to the park and then back home 3 times each week.

5 Evaluate
How many miles does Kyle travel to and from Main City Formative
Park each week?
Assessment
A 102 miles C 34 miles

B 17 miles D 51 miles
I Can
© Houghton Mifflin Harcourt Publishing Company
17. Mr. Perry bought 6 gallons of juice for a class party. Each Have students choose a 2-digit number and
gallon has 16 cups. If 3 cups of juice were left over, how a 1-digit number and explain to a partner in
many cups did students drink?
their own words how to demonstrate the skill
A 48 cups C 93 cups for the I Can statement.
B 9 cups D 13 cups I can apply the distributive property to
multiply a 2-digit number and a 1-digit
274 Florida’s B.E.S.T. Go Math! Grade 3 number . . . by making an array with base-ten blocks
or drawing an arrow on a grid. Then I find the total of the
partial products. I can also shade an array, which will help
3_mflese661030_c06l05.indd 274 30/07/21 6:50 PM
me record and find the total of the partial products.
DIFFERENTIATED INSTRUCTION • Independent Activities

Math Journal WRITE Math

Grab
TM

and Explain how the partial products help you

find the product.
Version 2.0
Differentiated Centers Kit

Tabletop Flipchart Readers

Mini-lessons for reteaching With Lexile® scores
to targeted small groups

Games Activities
Reinforce math content Meaningful and fun
and vocabulary math practice

Chapter 6 • Lesson 5   274

 CorrectionKey=FL-B

Go Online
Assign digital On Your Own for Name LESSON 6.5
Practice and Homework
• Built-in student supports Use the Distributive Property to
• Actionable Item Reports Go Online
• Standards Analysis Reports Multiply a 2-Digit Number and a Interactive Examples

1-Digit Number
Practice and Homework
Find the product.

Use the Distributive Property 1. 10 4 2. 10 2

to Multiply a 2-Digit Number 4 3

and a 1-Digit Number 10

(4 × __ 4
) + (4 × __ )= 10
(3 × __) 2
+ (3 × __) =
40
__ 16
+ __ 30
__ 6
+ __
Use the Practice and Homework pages to
56
4 × 14 = __ 36
3 × 12 = __
provide students with more practice of the
concepts and skills presented in this lesson. Find the product.
Students master their understanding as they 23 18 32 75
3. 4. 5. 6.
complete practice items and then challenge × 6 × 9 × 4 × 3
_ _ _ _
their critical thinking skills with Problem 138 162 128 225
Solving.

Problem Solving Real

World
Use the table for Problems 7–9.
7. If a cow eats 43 pounds of feed in
Animal Feed at the Ranch
one week, how many pounds do
Animal Pounds of Feed
7 cows eat?
Cow 43
Hog 37
301 pounds Steer 51
© Houghton Mifflin Harcourt Publishing Company

8. There are 3 female hogs and 5 male 9. How many more pounds of feed do
hogs. How many pounds of feed do 5 steer eat than 5 cows?
they eat altogether?

296 pounds 40 pounds

Chapter 6 • Lesson 5 275

3_mflese661030_c06p05.indd 275 29/07/21 10:29 PM

275 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Continue to practice concepts and skills with

Lesson Check Lesson Check. Use Spiral Review to engage
Fill in the bubble completely to show your answer. students in previously taught concepts and to
promote content retention.
10. The soccer league has 28 teams. 11. An apple orchard has 8 rows of trees.
Each team has 9 players. How many Each row has 34 trees. How many
players are there in all? trees are in the orchard?

A 72 players A 272 trees

B 152 players B 332 trees

C 289 players C 172 trees

D 252 players D 348 trees

12. On a school trip, there are 4 buses 13. A train travels 47 miles between
of students. Each bus holds two cities. If the train makes 4 trips
58 students. How many students in one day, how many miles does
go on the school trip? it travel?

A 458 students A 167 miles

B 132 students B 128 miles

C 532 students C 188 miles

D 232 students D 168 miles

Spiral Review
14. Mateo’s school is having a family 15. Jean is thinking of an even number
game night. Each table has 4 players. between 410 and 430. The sum
There are 7 tables in all. How many of the digits is 12. What is Jean’s
players are at game night? number?
© Houghton Mifflin Harcourt Publishing Company

28 players 426

276 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c06p05.indd 276 29/07/21 10:29 PM

Chapter 6 • Lesson 5   276

 DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Chan
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B

CHAPTER

6
Chapter

Chapter 6
Name 4. For Problems 4a–4d, choose True or False for each equation.

4a. 5 × (10 + 10 + 10) = 5 × 30 ● True ● False

Chapter Review
Review
4b. 20 × 3 = (2 × 3) + (10 × 3) ● True ● False
1. Alejandro saves $500 each month. How much will he 4c. 6 × 30 = 60 + 60 + 60 ● True ● False
have saved after 4 months?
4d. 2 × 40 = (4 × 10) + (4 × 2) ● True ● False
A $125
B $200 5. Alya planted 30 trays of flowers. Each tray held 8 flowers.

Summative Assessment C $2,000

Javon planted 230 flowers. Did Alya plant more flowers
than Javon, the same number of flowers as Javon, or
fewer flowers than Javon?
D $1,250
Use the Chapter Review to assess A She planted more flowers than Javon.

students’ progress in Chapter 6. B She planted the exact same number

of flowers as Javon.
2. Select the equations that show the Distributive Property.
You may want to review with Mark all that apply.
C She planted fewer flowers than Javon.

students the I Can statement for A 8 × 20 = 8 × (10 + 10) 6. There are 52 cards in a deck. Show how to use the
Distributive Property to find the number of cards in 9 decks.
5 × 60 = 5 × (20 + 40)
the chapter. B

C 30 × 6 = 6 × 30
Possible answer shown.

9 × 52 = (9 × __
50 ) + (9 × __
2 )
D 9 × (4 + 3) = 9 × 7
9 × 52 = __
450 +__
18

9 × 52 = __
468

7. Each train can carry 20 cars. Use the number line to find
3. Use mental math to complete the pattern. how many cars 6 trains can carry.
7 × 8 = __
56

7 × 80 = __
560
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150
7 × 800 = __
5,600
120
__ cars

Go Online For more help Chapter 6 277 278 Florida’s B.E.S.T. Go Math! Grade 3

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16/08/21 9:32 PM 16/08/21 9:32 PM

Online, Data-Driven Decision Making MTSS RtI Waggle

Based on the results of the Chapter Review, use the following
resources to review skills.

Florida’s B.E.S.T.
Item Lesson Content Focus Intervene With
Standards

1, 3, 13, 14 6.4 Use place value to multiply 1-digit numbers by multiples of 100. ● MA.3.NSO.2.3
Reteach 6.4
Waggle MA.3.NSO.2.3

2, 4, 16 6.1 Use the Distributive Property to multiply with multiples of 10. ● MA.3.AR.1.1
Reteach 6.1
Waggle MA.3.AR.1.1
5, 9, 10, 18, 6.3 Use strategies to multiply multiples of 10 by 1-digit numbers. ● MA.3.NSO.2.3
Reteach 6.3
19 Waggle MA.3.NSO.2.3

6, 11, 12, 17 6.5 Use the Distributive Property to multiply 2-digit numbers by 1-digit ● MA.3.AR.1.1
Reteach 6.5
numbers. Waggle MA.3.AR.1.1

7, 8, 15 6.2 Use place value to multiply with multiples of 10. ● MA.3.NSO.2.3

Reteach 6.2
Waggle MA.3.NSO.2.3

277–278 Florida’s B.E.S.T. Go Math! Grade 3

 DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-B CorrectionKey=FL-B CorrectionKey=FL-B

Name 12. Find the product 6 × 17.

8. Samantha made this multiplication model. Complete
the equation that represents the model. 10 7

6 Performance
_×_=_ 3, 30, 90 or 30, 3, 90
Assessment Task
9. A printer prints newsletters for many groups every
month. Which group uses the greatest number of
60
6 × 10 = __ 42
6 × 7 = __ See the Assessment Guide for a
pieces of paper?

Number of pieces of Number of copies of

102
6 × 17 = __ Performance Task that assesses
Group

Garden Ladies
paper in newsletter newsletter printed
5 70 13. Draw a quick picture to find the product 3 × 800. Check students’ drawings. students’ understanding of the
Book Lovers Club
Model Train Fans
6
7
80
60
content of this chapter.
Travel Club 8 50

___
The Book Lovers Club
T T For each task, you will find
sample student work for each of
10. A store has 30 boxes of melons. Each box holds 4 bags.
Each bag holds 2 melons. What is the total number of
melons in the store?
the response levels in the
3 × 800 = __
2,400

___
240 melons
task scoring rubric.
14. Every plane can hold 300 passengers. Use the number line to
find how many passengers 7 planes can hold.
11. There are 24 teams in the local soccer league. Each team
needs 3 parent volunteers. How many volunteers do the
teams need? Performance Assessment
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

0 200 400 600 800 1,000 1,200 1,400 1,600 1,800 2,000 2,200 2,400
72
___ Tasks may be used for portfolios.
2,100
__ passengers

Chapter 6 279 280 Florida’s B.E.S.T. Go Math! Grade 3

3_mflese661030_c06r.indd 279 16/08/21 9:32 PM

3_mflese661030_c06r.indd 280 16/08/21 9:32 PM

DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=FL-B CorrectionKey=FL-B

Name 17. Mercedes has 9 quarters. How many cents does she
15. Shan sees his friends for 90 minutes each day. In 7 days, have? Show your work. (Remember: A quarter is worth 25
how many minutes does he spend with his friends? Use cents.)
place value to find out.
225 cents; Check students’ work.
7 × 90 = 7 × __
9 tens
= __
63 tens = __
630

__
630 minutes

16. The bookstore has 6 shelves of books about animals. 18. Find the unknown factor.
There are 30 books on each shelf. How many books __
40 × 9 = 360
about animals does the bookstore have?
19. Ruben is collecting cans for the recycling contest at
Shade squares to make a diagram to show how you
school. He makes two plans to try to collect the most cans.
can use the Distributive Property to find the number of
books about animals in the bookstore. Explain. Plan A: Collect 20 cans each week for 9 weeks.
Plan B: Collect 30 cans each week for 7 weeks.
10 + 10 + 10
Part A
6 Which plan should Ruben choose? __
Plan B

Part B
Explain how you made your choice.
Possible explanation: I used place value to find the total amount
Possible explanation: 6 ∙ (10 ∙ 10 ∙ 10) ∙ (6 ∙ 10) ∙
collected for each plan. For Plan A, 9 ∙ 0 ones ∙ 0 ones and
(6 ∙ 10) ∙ (6 ∙ 10) ∙ 60 ∙ 60 ∙ 60 ∙ 180
9 ∙ 2 tens ∙ 18 tens; 18 tens ∙ 180. For Plan B, 7 ∙ 0 ones ∙ 0

ones and 7 ∙ 3 tens ∙ 21 tens; 21 tens ∙ 210. 210 is greater

than 180. Ruben will collect more cans using Plan B.

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

__
180 animal books

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Chapter 6 279–282
 CHAPTER

00
6 Chapter Test
Summative Assessment
Use the Chapter Test to assess students’ progress in Chapter 6.
Chapter Tests are found in the Assessment Guide. Test items are presented
in formats consistent with high-stakes assessments.

Chapter 6 Chapter 6 Name

Name
Chapter Test Chapter Test

1 Neil made this multiplication model. 4 Carmen keeps her card 8 In 1 day, a restaurant sells
collection in a folder with 300 burgers for $6 each. How
20 pages. Each page has 8 much money did the
cards. How many cards does restaurant take in from the
Carmen have in her collection? sale of burgers on that day?
What equation does this model represent? A 16 C 160 $ 1,800
4 × 20 = 80
B 28 D 180
9 Keri practices her for music
2 Each bus can carry 40 people. This number line can be used to find 5 Which equations show the lesson for 40 minutes each day
how many people 3 buses can carry. Distributive Property? for 7 days. What is one way
Choose all the correct answers. to find the total number of
minutes Keri practices?
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 A 50 × 7 = 7 × 50
A 7 × (2 + 2)
B 5 × (10 + 30) = 5 × 40
Part A B 7 × (2 × 2)
C 5 × 20 = (5 × 2) × (5 × 10)
What equation does this number line represent? C 7 + (20 + 20)
D 3 × 60 = 3 × (20 + 20 + 20)
3 × 40 = 120 D 7 × (20 + 20)
6 A store has 3 crates of oranges.
Part B Each crate holds 2 boxes. Each 10 What number is missing from
How many people can 3 buses carry? box holds 20 oranges. How each equation?
120 people many oranges are there? 4 × 4 = 16
120 oranges 4 × 40 = 160
3 Ms. Lopez has 5 rows of tomato plants. There are 30 plants in each 4 × 400 = 1,600
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

row. How many tomato plants does Ms. Lopez have? 7 There are 7 bookcases in the
library with 200 books in each
Use place value to find the number of tomato plants.
bookcase. How many books
5 × 30 = 5 × 3 tens are in the library?
= 15 tens = 150 tomato plants Use place value to find the
number of books.
7 × 200 = 7 × 2 hundreds
= 14 hundreds
= 1,400 books

Grade 3 • Chapter 6 Test 47 48

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282A Florida’s B.E.S.T. Go Math! Grade 3

Teacher Notes

Chapter 6 Test 282B

CHAPTER
7 Chapter at a Glance
Understand Division

LESSON 7.1 • 1–2 Days LESSON 7.2 • 1 Day LESSON 7.3 • 1 Day

Lesson at Represent Division . . 285A Find the Size of Equal Find the Number of Equal
a Glance Groups . . . . . . . . . . . . 291A Groups . . . . . . . . . . . . 297A

Florida’s B.E.S.T. ● 3.NSO.2.2 ● 3.NSO.2.2 ● 3.NSO.2.2

I can use the information in a division I can model a division problem to find I can model a division problem to find
I Can problem to represent the number of equal how many in each group. how many equal groups.
groups or the number in each equal group.

Learning Goal Solve division problems by using the Use models to explore the meaning of Use models to explore the meaning of
strategy act it out. partitive (sharing) division. quotative (measurement) division.

Vocabulary divide

Multilingual Strategy: Model Concepts Strategy: Identify Relationships Strategy: Elicit Prior Knowledge
Support

LESSON 7.1 LESSON 7.2 LESSON 7.3

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.2.2 ■ ■ Waggle MA.3.NSO.2.2 ■ ■ Waggle MA.3.NSO.2.2
Fluency

    ■ Waggle MA.3.NSO.2.2     ■ Waggle MA.3.NSO.2.2     ■ Waggle MA.3.NSO.2.2

MTSS RtI ◆ ■ Reteach 7.1 ◆ ■ Reteach 7.2 ◆ ■ Reteach 7.3

Intervention ◆ ■ Tier 2 Intervention Skill S75 ◆ ■ Tier 2 Intervention Skill S74 ◆ ■ Tier 2 Intervention Skill S74
and ◆ ■ Tier 3 Intervention Skill E75 ◆ ■ Tier 3 Intervention Skill E74 ◆ ■ Tier 3 Intervention Skill E74
Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart
◆ ■ Enrich 7.1 ◆ ■ Enrich 7.2 ◆ ■ Enrich 7.3

See the Grab-and-Go!™ Centers Kit for more small-group activities.

Grab
TM

and
Version 2.0
Florida’s B.E.S.T. Strands
Differentiated Centers Kit
● Algebraic Reasoning (AR) ● Data Analysis & Probability (DP)
The kit provides literature, games, and ● Fractions (FR) ● Geometric Reasoning (GR)
activities for small-group learning. ● Measurement (M) ● Number Sense & Operations (NSO)

◆ Print/Printable Resource
■ Interactive Resource
283A Florida’s B.E.S.T. Go Math! Grade 3
 Chapter Pacing Chart
Introduction Instruction Assessment Total

1 day 9–10 days 2 days 12–13 days

LESSON 7.4 • 1 Day LESSON 7.5 • 1 Day LESSON 7.6 • 1 Day

Lesson at Represent Division with Relate Subtraction and Represent Division with
a Glance Bar Models . . . . . . . . 303A Division . . . . . . . . . . . 309A Arrays . . . . . . . . . . . . 315A

Florida’s B.E.S.T. ● 3.NSO.2.2 ● 3.NSO.2.2 ● 3.NSO.2.2

I can use a bar model to represent and I can show how division and subtraction I can use arrays to find the number of
I Can solve division problems. are related. I can use repeated subtraction objects in each row or the number of rows
or a number line to solve division problems. to solve division problems.

Learning Goal Model division by using equal groups and Use repeated subtraction and a number Model division by using arrays.
bar models. line to relate subtraction to division.

Vocabulary dividend, divisor, quotient

Multilingual Strategy: Illustrate Understanding Strategy: Restate Strategy: Understand Context

Support Identify Relationships

LESSON 7.4 LESSON 7.5 LESSON 7.6

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.NSO.2.2 ■ ■ Waggle MA.3.NSO.2.2 ■ ■ Waggle MA.3.NSO.2.2
Fluency

    ■ Waggle MA.3.NSO.2.2     ■ Waggle MA.3.NSO.2.2     ■ Waggle MA.3.NSO.2.2

MTSS RtI ◆ ■ Reteach 7.4 ◆ ■ Reteach 7.5 ◆ ■ Reteach 7.6
◆ ■ Tier 2 Intervention Skill S77
Intervention ◆ ■ Tier 2 Intervention Skill S75 ◆ ■ Tier 2 Intervention Skill S76
Tier 3 Intervention Skill E77
and ◆ ■ Tier 3 Intervention Skill E75 ◆ ■ Tier 3 Intervention Skill E76 ◆ ■

Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart

◆ ■ Enrich 7.4 ◆ ■ Enrich 7.5 ◆ ■ Enrich 7.6

For individual and class practice with counting automaticity and operational fluency,
go to Achieving Facts Fluency pages located online.

Chapter Games and Activities

■ Waggle Interactive Games ◆ Game and Activity Cards
■ Poggles ◆ Project Cards

◆ Print/Printable Resource
Interactive Resource
■
Chapter 7   283B
CHAPTER
7 Chapter at a Glance
Understand Division

LESSON 7.7 • 1 Day LESSON 7.8 • 1 Day LESSON 7.9 • 1 Day

Lesson at Relate Multiplication and Write Related Apply Division Rules

a Glance Division . . . . . . . . . . . 321A Facts . . . . . . . . . . . . . . 327A for 1 and 0 . . . . . . . . . 333A

Florida’s B.E.S.T. ● 3.AR.2.1 ● 3.AR.2.2 ● 3.NSO.2.2 ● 3.NSO.2.4 ● 3.NSO.2.2 ● 3.NSO.2.4 ● 3.NSO.2.2

I can use related multiplication and I can write related multiplication and I can use properties to apply rules for
I Can division equations to solve problems division facts. division with 1 and 0.

Learning Goal Use bar models and arrays to relate Write related multiplication and division Divide using the rules for 1 and 0.
multiplication and division as inverse facts.
operations.

Vocabulary inverse operations related facts

Multilingual Strategy: Identify Relationships Strategy: Identify Relationships Strategy: Rephrase

Support

LESSON 7.7 LESSON 7.8 LESSON 7.9

Practice ◆ ■ Practice and Homework ◆ ■ Practice and Homework ◆ ■ Practice and Homework
and ■ ■ Waggle MA.3.AR.2.1 ■ ■ Waggle MA.3.NSO.2.4 ■ ■ Waggle MA.3.NSO.2.4
Fluency

    ■ Waggle MA.3.AR.2.1     ■ Waggle MA.3.NSO.2.4     ■ Waggle MA.3.NSO.2.4

MTSS RtI ◆ ■ Reteach 7.7 ◆ ■ Reteach 7.8 ◆ ■ Reteach 7.9

Intervention ◆ ■ Tier 2 Intervention Skill S78 ◆ ■ Tier 2 Intervention Skill S79 ◆ ■ Tier 2 Intervention Skill S66
and ◆ ■ Tier 3 Intervention Skill E78 ◆ ■ Tier 3 Intervention Skill E79 ◆ ■ Tier 3 Intervention Skill E66
Enrichment ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart ◆ ■ Tabletop Flipchart
◆ ■ Enrich 7.7 ◆ ■ Enrich 7.8 ◆ ■ Enrich 7.9

See the Grab-and-Go!™ Centers Kit for more small-group activities.

Grab
TM

and
Version 2.0
Florida’s B.E.S.T. Strands
Differentiated Centers Kit
● Algebraic Reasoning (AR) ● Data Analysis & Probability (DP)
The kit provides literature, games, and ● Fractions (FR) ● Geometric Reasoning (GR)
activities for small-group learning. ● Measurement (M) ● Number Sense & Operations (NSO)

◆ Print/Printable Resource
■ Interactive Resource
283C Florida’s B.E.S.T. Go Math! Grade 3
Teacher Notes

Chapter 7   283D

CHAPTER
7 Teaching for Depth
Understand Division

Meanings for Division Models for Division

Division is represented by problem contexts in which Each meaning of division can be modeled with
the total is known and either the number of groups groups and arrays.
or the number of objects in each group is unknown.
• W
 hen the number of objects in each group
is unknown, sharing, or partitive, division is
represented.
• T
 he result of modeling sharing and measurement
• W
 hen the number of groups is unknown,
division is the same, though the processes differ.
measurement, or quotative, division is represented.
• W
 hen division is modeled by an array, the total
• E
 ach meaning for division can be supported
number in the array represents the dividend.
through real-world problems.
• T
 he number of rows and the number in each row
• S tudents are not expected to be able to label
represent the number of groups and the number in
division as sharing or measurement, but they do
each group.
need to be able to recognize what information
is unknown.

Sharing Division Measurement Division Mathematical Thinking and Reasoning

Jessica has 12 marbles. Jessica has 12 marbles. 7.1 Apply mathematics to real-world contexts.
She wants to share them She wants to give each Students need to explore division problem types and
evenly among 4 friends. friend 3 marbles. To how
contexts that support them. They solve problems
How many marbles should many friends can she give
with groups, arrays, and diagrams using counters
she give each friend? marbles?
and drawings. These activities not only build division
The number in each group The number of groups is concepts; they help students learn how to solve
is unknown. unknown. real-world problems.

From the Research

“Itwhen
is vital that students be able to identify
a problem situation requires division,
and that means being able to recognize both
types of situations as involving division.
(Reys, et al., 2004, p. 205)
”

For more professional learning, go

online to Teacher’s Corner.

283E Florida’s B.E.S.T. Go Math! Grade 3

Instructional Journey
While every classroom may look a little different, this instructional model provides a
framework to organize small-group and whole-group learning for meaningful student learning.

Whole Group Small and Whole Group Small Group Whole Group
Engage Explore Explain Elaborate
5 minutes 15–20 minutes 15–20 minutes 5 minutes
Readiness Exploration Quick Check • Math on the Spot Videos
• Problem of the Day • Investigate, Unlock the Problem Share and Show • Higher-Order Thinking Problems
• Fluency Builder or • Multilingual Support and
Vocabulary Builder Strategy Differentiated Instruction
• Access Prior Knowledge • Common Errors Grab Evaluate
TM

and
Version 2.0
Engagement
• I Can Intervention • I Can Reflection
• Making Connections • Waggle
• Math Journal
• Learning Activity • Reteach
• Practice and Homework
• Tier 2 and Tier 3 MTSS
• Fluency Practice
• Waggle
Language Support
• Mathematical Thinking &
• Vocabulary Activities
Reasoning Standards Rubric
• Language Routines
• Multilingual Glossary

Enrichment
• Waggle Games
• Ready for More
• Enrich

Assessment
Diagnostic Formative Summative
• Show What You Know • Lesson Quick Check • Chapter Review
• FSA Test Prep • Chapter Test
• Performance Assessment Task

Grab
TM

and
Version 2.0
Differentiated Centers Kit
The kit provides literature, games, and
activities for small-group learning.
Chapter 7   283F
CHAPTER 7 Strategies for
Multilingual Learners
Assessing your student’s understanding of mathematical concepts can be done by listening,
speaking, reading, and writing. The level of support a student needs determines how best
to assess that student’s understanding of mathematical concepts and will help meet the
needs of all your students.

Planning for Instruction

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Student’s Use of • uses single words • uses single words • uses a variety of
Language sentences
• uses common short • uses some academic
phrases vocabulary • uses academic vocabulary
• heavily relies on visual • relies on visual supports • benefits from
supports and use of and use of manipulatives visual supports and
manipulatives manipulatives

Ways to Assess Listening: points to Listening: matches, Listening: draws

Understanding pictures, words, or phrases categorizes, or sequences conclusions and makes
to answer questions information based on connections based on
visuals what they heard
Speaking: answers yes/no
questions Speaking: begins to Speaking: explains and
explain reasoning, asks justifies concepts and
Reading: matches symbols
math questions, repeats solutions
to math terms and
explanations from peers
concepts Reading: understands
Reading: identifies information in math
Writing: draws a visual
important information to contexts
representation of a
solve a problem
problem Writing: completes
Writing: uses simple sentences using some
sentences and visual academic vocabulary
representations

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

• Look for strategies throughout the lesson to

support multilingual learners.
• Log on to ED to find additional multilingual
activities and Vocabulary Cards.

283G Florida’s B.E.S.T. Go Math! Grade 3

In This Chapter

Key Academic Vocabulary

Current Development Vocabulary

divide, dividend, divisor, quotient, inverse operations, related facts

Using Language Routines to Develop Understanding

Language routines provide opportunities for students to develop an understanding of
mathematical language and concepts by listening, speaking, reading, and writing. More
information on these language routines can be found on the Language Support Cards.

Stronger and Clearer Each Time

1 Students show their thinking with math tools and visuals.
2 Students share their thinking and receive feedback with a partner or a group.
3 Students revoice feedback and revise their work.

Substantial Moderate Light

Language Support
(WIDA Level 1)* (WIDA Levels 2 & 3)* (WIDA Levels 4 & 5)*

Language Routine 1 Students can show their 1 Students can show their 1 Students can show their
Differentiation thinking using visuals thinking using words thinking using words
and/or manipulatives. and/or visuals. and visuals.
2 Students can answer yes/ 2 Students can verbally 2 Students can use
no or single-word-answer communicate with their academic vocabulary to
questions about their partner or group using verbally communicate
reasoning. Allow students visual representations to with their partner or
to rely heavily on their support their reasoning. group.
visual representations. 3 Students repeat 3 Students revoice
3 Students revise their feedback and revise feedback and revise
work based on feedback. their work. their work.

Possible Show. Show. Find.

Student Work I know equal groups means
the same number in each
group. I can draw equal
Counters Number of Number in 7 each group groups to find the answer.
Equal Groups each group
Write: I can use information in the
28 4 7 4 groups
chart to know how many in all
Write: 28 ÷ 4 = 7 and how many equal groups.
28 ÷ 4 = 7 28 ÷ 4 = 7

* For more information on WIDA Standards, visit their website at:

https://wida.wisc.edu/.

Chapter 7   283H

 CorrectionKey=FL-B

CHAPTER

7
Chapter Name

7 Understand Division
Assessing Prior Knowledge
Use Show What You Know to determine
if students need intensive or strategic S how What You K now
intervention.
Count Back to Subtract Use the number line. Write the difference.

Real
MATH in the W
1. 8 − 5 = _
3 2. 9 − 4 = _
5

orld
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
Students should analyze a problem to
find the number of equal groups. Count Equal Groups Complete.

Begin by discussing how to keep score 3. 4.

when playing basketball.

Then ask:
• What do you need to know? Possible _
3 groups _
2 groups

answer: how many 2-point shots equal _

2 in each group _
4 in each group
12 points, and how many 3-point shots equal
12 points Multiplication Facts Through 9 Find the product.
5. 8 × 5 = _
40 6. _
49 = 7 × 7 7. 3 × 9 = _
27
• How can you use repeated addition to
© Houghton Mifflin Harcourt Publishing Company • ©D. Hurst/Alamy Images

solve this problem? Possible answer:

Real
MATH in the W
I can add groups of 2 until I reach 12, and orld
I can add groups of 3 until I reach 12.
The table shows 3 different ways to score points in Scoring Points in
basketball. Corina scored 12 points in a basketball Basketball
game. Find the greatest number of 2-pointers she free throw 1 point
could have scored. Then find the greatest number 2-pointer 2 points
of 3-pointers she could have scored.
3-pointer 3 points
6 field goals, four 3-pointers

Chapter 7 283

3_mflese661030_c07o.indd 283 30/07/21 3:27 PM

Show What You Know • Diagnostic Assessment

Use to determine if students need intervention for the chapter’s prerequisite skills.

If YES...then use
If NO...then
Were students successful with INTERVENE
INTERVENE
INDEPENDENT
Show What You Know? ACTIVITIES

Missed More Florida’s B.E.S.T.

Skill Intervene With
Than Standards
Grab
TM

and
TIER 3 Count Back to Intensive Intervention
0 MA.1.NSO.1.1 Version 2.0
Subtract Skill E39
Differentiated Centers Kit
Count Equal Use the Reteach or Enrich
TIER 2 Strategic Intervention
0 MA.2.AR.3.2 Activities online or the
Groups Skill S59
independent activities in
the Grab-and-Go 2.0™
TIER 2 Multiplication Strategic Intervention Differentiated Centers Kit.
1 MA.3.NSO.2.4
Facts Through 9 Skill S70

283 Florida’s B.E.S.T. Go Math! Grade 3

CorrectionKey=FL-B

Vocabula ry B uild er Go Online For more help

Vocabulary Builder
Visualize It
Complete the bubble map by using the words with a ✓ . Have students complete the activities on this
What is it like? What are some examples?
page by working alone or with partners.
Visualize It
Multiplication
equal groups 4 groups with
3 in each group
The bubble map describes different
characteristics of multiplication. Place the
word(s) to show “What is it like?” in each
6 × 3 = 18 bubble to the left. Use the examples in the
6 × 4 = 24
repeated addition bubbles to the right to help you.
factor × factor = product
Understand Vocabulary
Students can enhance their understanding of
Connect to Vocabulary key chapter vocabulary through the use of the
5 + 5 + 5 = 3 × 5 = 15
Review Words Vocabulary Cards. Have students cut out the
array cards and create their own deck of terms. You
✓ equal groups
Understand Vocabulary
equation
can use these cards to reinforce knowledge
Draw a line to match each word or term with ✓ factor and reading across the content areas.
its definition. ✓ product
✓ repeated addition
Preview Words Definitions
Preview Words
1. dividend a set of related divide
multiplication and dividend
division equations divisor
inverse operations
quotient
2. related facts the number that divides
related facts
the dividend

3. divisor the number that is to be

divided in a division
problem

School-Home Letter is available in

284 Florida’s B.E.S.T. Go Math! Grade 3
English and Spanish online, and in
multiple other languages.
.

3_mflese661030_c07o.indd 284 30/07/21 3:27 PM

Intervention Options MTSS RtI Response to Intervention

Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels.

TIER 1 TIER 2 TIER 3 ENRICHMENT

On-Level Intervention Strategic Intervention Intensive Intervention Independent Activities
For students who are generally For students who need small- For students who need For students who successfully
at grade level but need early group instruction to review one-on-one instruction to complete lessons, use:
intervention with the lesson concepts and skills needed for build foundational skills for
• Waggle Practice and Games
concepts, use: the chapter, use: the chapter, use:

Grab
TM

and
• Reteach Prerequisite Skills Activities Prerequisite Skills Activities
3 3
2 2

Version 2.0
1 1

• Waggle Tier 2 Activity Tier 3 Activity

3 3

Differentiated Centers Kit

2 2
1 1

Tier 1 Activity
3

• Ready for More Activity for

2
1

every lesson

• Enrich

Chapter 7   284

LESSON
7.1 Lesson at a Glance
Represent Division

SNAPSHOT
Florida’s B.E.S.T. Standards for Mathematics I Can Objective
● MA.3.NSO.2.2 Explore multiplication of two whole numbers I can use the information in a division problem to represent the
with products from 0 to 144, and related division facts. number of equal groups or the number in each equal group.
Mathematical Thinking & Reasoning Standards Learning Goal
● MTR.1.1 Actively participate in effortful learning.
Solve division problems by using the strategy
● MTR.2.1 Demonstrate understanding in multiple ways. act it out.
● MTR.4.1 Engage in discussions on mathematical thinking.
● MTR.5.1 Use patterns and structure.
Language Objective
Student teams role play teaching others how to use the strategy act
● MTR.6.1 Assess reasonableness of solutions.
it out to solve problems with equal groups.
● MTR.7.1 Apply mathematics to real-world contexts.
MATERIALS
• MathBoard
• counters

Benchmark STAGE 1: EXPLORATION STAGE 2: PROCEDURAL RELIABILITY STAGE 3: PROCEDURAL FLUENCY

Expectations Unlock the Problem Share and Show Checked Items On Your Own, Practice and Homework

ACROSS THE GRADES

Before Grade 3 After
● MA.2.NSO.2.4 Explore the addition of ● MA.3.NSO.2.2 Explore multiplication of ● MA.4.NSO.2.1 Recall multiplication facts
two whole numbers with sums up to two whole numbers with products from 0 with factors up to 12 and related division
1,000. Explore the subtraction of a whole to 144, and related division facts. facts with automaticity.
number from a whole number, each no
larger than 1,000.

ABOUT THE MATH

Why Teach This of what information to use and how to act out a new
situation. As with any activity, discussing the processes
Using a graphic organizer to scaffold a problem helps
involved, looking for any patterns, and sharing ideas and
students analyze the problem. Students understand what
strategies are important. In this lesson, students are also
they need to find, identify what information they need
given the opportunity to apply other problem-solving
to use, and develop or select a strategy. In this lesson,
strategies they have used.
students use the strategy act it out to solve the problem.
The goal is to give students another way to visualize a
Giving similar problems and having students fill in the
situation that will help solve it.
organizer on their own assesses students’ understanding

For more professional learning,

285A Florida’s B.E.S.T. Go Math! Grade 3 go online to Teacher’s Corner.
 DAILY ROUTINES 1 Engage
Problem of the Day 7.1 with the Interactive Student
Ashley made a picture graph to show how many books Edition
she read over the summer. She used this key:
Each = 10 books.
I Can Objective
How many books does show?
I can use the information in a division problem
to represent the number of equal groups or the
25 books
number in each equal group.

Vocabulary Making Connections

• Interactive Student Edition Invite students to tell you what they know about
trains.
• Multilingual Glossary
• Have you ever been on a train? How is a train
different from a bus? A train rides on a track
Fluency Builder and goes faster than a bus.
Materials Number Cubes labeled 1–6 • Why would a train be better than a bus for
traveling long distances? A train would get you
Mental Math Have students work in pairs or small groups there faster.
to practice multiplication facts.
• How many people do you think can ride on a
Give each group two number cubes. Students take turns train at one time? Answers will vary.
tossing the number cubes to find factors.
The student should quickly state the multiplication Learning Activity
fact. The other members of the group should check for A train with 3 cars carries 30 people. If an equal
accuracy. number of people ride on each car, how many
people can each car hold?
What is the problem the students are trying to
FOCUSING ON THE WHOLE STUDENT solve? Connect the story to the problem.
• How many people are riding on the train?
30 people
Supporting All Learners
• How many cars does the train have? 3 cars
In this lesson, students explore equal groups. Invite
students to talk about equal groups occurring in fun • Are there an equal number of people on each
activities such as festivals or celebrations. Are the same car? yes
number of people seated at tables? Are there equal • What do you need to find out? how many
groups of different treats or favors? Do equal groups people are on each train car
occur in decorations? Explore equal group situations and
encourage students to share details about the different
festivals or celebrations they have seen or been a part of.

Access Prior Knowledge

Introduce the lessons by discussing different manipulatives
students have used. Point out that counters are a
manipulative. Then ask:
• What other manipulatives have we used in math
lessons? Possible answers: square tiles, shapes, coins
• How can using counters help you solve a problem?
Possible answer: We can move the counters around to
act out math problems.

Chapter 7 • Lesson 1   285B

 CorrectionKey=FL-B

LESSON 7.1 CHAPTER 7

Name Lesson 1
2 Explore
Florida’s B.E.S.T.
Represent Division ● Number Sense & Operations 3.NSO.2.2
● Mathematical Thinking & Reasoning
I Can use the information in a division problem to MTR.1.1, MTR.2.1, MTR.4.1, MTR.5.1,
MTR.6.1, MTR.7.1
represent the number of equal groups or the number in
Real each equal group.
Unlock the Problem World UNLOCK the Problem W Real
orld
MTR 1.1 Actively participate in effortful Stacy has 16 flowers. She puts an equal
learning. number of flowers in each of 4 vases. How
After students read the problem, discuss how many flowers does Stacy put in each vase?
they will use the information in the problem Use the graphic organizer below to solve
to answer the question. Be sure students the problem.
understand that they need to find how many
flowers will go in each of 4 vases.
• How does acting out the problem help to Read the Problem Solve the Problem
solve it? Possible answer: You can be sure you have What do I need to find? Describe how to act out
done what the problem describes. the problem to solve.
I need to find the number
• Did you find the number of equal groups or First, count out _
16 counters.
of __