A Story of Units®

Eureka Math™
Grade 3, Module 3

Student File_A
Contains copy-ready classwork and homework
as well as templates (including cut outs)

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10 9 8 7 6 5 4 3 2 1
 A STORY OF UNITS Lesson 1 Problem Set 3•3

Name Date

1. a. Solve. Shade in the multiplication facts that you already know. Then, shade in the facts for sixes,
sevens, eights, and nines that you can solve using the commutative property.

× 1 2 3 4 5 6 7 8 9 10

1 2 3

2 4 8 16

3 18

4 20

5 50

6 12

10

b. Complete the chart. Each bag contains 7 apples.

Number of Bags 2 4 5

Total Number of Apples 21 42

2. Use the array to write two different multiplication sentences.

_______ = _______ × _______

_______ = _______ × _______

Lesson 1: Study commutativity to find known facts of 6, 7, 8, and 9. 1

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 A STORY OF UNITS Lesson 1 Problem Set 3•3

3. Complete the equations.

a. 2 sevens = ________ twos g. 3 × 9 = 10 threes – _______ three

14
= ________ = _______

b. 3 ________ = 6 threes h. 10 fours – 1 four = _______ × 4

= ________ = ________

c. 10 eights = 8 ________ i. 8 × 4 = 5 fours + _______ fours

= ________ = ________

d. 4 × _______ = 6 × 4 j. _______ fives + 1 five = 6 × 5

= ________ = ________

e. 8 × 5 = ________ × 8 k. 5 threes + 2 threes = _____ × _____

= ________ = ________

f. _______ × 7 = 7 × _______ l. ______ twos + ______ twos = 10 twos

28
= ________ = _______

Lesson 1: Study commutativity to find known facts of 6, 7, 8, and 9. 2

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 A STORY OF UNITS Lesson 1 Homework 3•3

Name Date

1. Complete the charts below.

a. A tricycle has 3 wheels.

Number of Tricycles 3 5 7

Total Number of Wheels 12 18

b. A tiger has 4 legs.

Number of Tigers 7 8 9

Total Number of Legs 20 24

c. A package has 5 erasers.

Number of Packages 6 10

Total Number of Erasers 35 40 45

2. Write two multiplication facts for each array.

_______ = _______ × _______

_______ = _______ × _______

_______ = _______ × _______

_______ = _______ × _______

Lesson 1: Study commutativity to find known facts of 6, 7, 8, and 9. 3

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 A STORY OF UNITS Lesson 1 Homework 3•3

3. Match the expressions.

3×6 7 threes

3 sevens 2 × 10

2 eights 9×5

5×9 8×2

10 twos 6×3

4. Complete the equations.

a. 2 sixes = ______ twos d. 4 × _____ = _____ × 4

12
= _______ 28
= ________

b. _____ × 6 = 6 threes e. 5 twos + 2 twos = _____ × _____

= _______ = _______

c. 4 × 8 = _____ × 4 f. _____ fives + 1 five = 6 × 5

= _______ = _____

Lesson 1: Study commutativity to find known facts of 6, 7, 8, and 9. 4

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 A STORY OF UNITS Lesson 2 Problem Set 3 3

Name Date

1. Each has a value of 7.

Unit form: 5 ____________

Facts: 5 × ______ = ______ × 5

Total = ______

Unit form: 6 sevens = ______ sevens + ______ seven

= 35 + ______

= ______

Facts: ______ × ______ = ______

______ × ______ = _______

Lesson 2: Apply the distributive and commutative properties to relate 5

multiplication facts 5 × n + n to 6 × n and n × 6 where n is the size
of the unit.
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 A STORY OF UNITS Lesson 2 Problem Set 3 3

2. a. Each dot has a value of 8

Unit form: 5 _____________

Facts: 5 × ______ = ______× 5

Total = ______

b. Use the fact above to find 8 × 6. Show your work using pictures, numbers, or words.

Lesson 2: Apply the distributive and commutative properties to relate 6

multiplication facts 5 × n + n to 6 × n and n × 6 where n is the size
of the unit.
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 A STORY OF UNITS Lesson 2 Problem Set 3 3

3. An author writes 9 pages of her book each week. How many pages does she write in 7 weeks?
Use a fives fact to solve.

4. Mrs. Gonzalez buys a total of 32 crayons for her classroom. Each pack contains 8 crayons. How many
packs of crayons does Mrs. Gonzalez buy?

5. Hannah has $500. She buys a camera for $435 and 4 other items for $9 each. Now Hannah wants to buy
speakers for $50. Does she have enough money to buy the speakers? Explain.

Lesson 2: Apply the distributive and commutative properties to relate 7

multiplication facts 5 × n + n to 6 × n and n × 6 where n is the size
of the unit.
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 A STORY OF UNITS Lesson 2 Homework 3 3

Name Date

1. Each has a value of 9.

Unit form: ____________________

Facts: 5 × ______ = ______ × 5

Total = ______

Unit form: 6 nines = ______ nines + ______ nine

= 45 + ______

= ______

Facts: ______ × ______ = ______

______ × ______ = _______

Lesson 2: Apply the distributive and commutative properties to relate 8

multiplication facts 5 × n + n to 6 × n and n × 6 where n is the size
of the unit.
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 A STORY OF UNITS Lesson 2 Homework 3 3

2. There are 6 blades on each windmill. How many total blades are on 7 windmills? Use a fives fact to solve.

3. Juanita organizes her magazines into 3 equal piles. She has a total of 18 magazines. How many
magazines are in each pile?

4. Markuo spends $27 on some plants. Each plant costs $9. How many plants does he buy?

Lesson 2: Apply the distributive and commutative properties to relate 9

multiplication facts 5 × n + n to 6 × n and n × 6 where n is the size
of the unit.
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 A STORY OF UNITS Lesson 3 Problem Set 3 3

Name Date

1. Each equation contains a letter representing the unknown. Find the value of the unknowns, and then
write the letters that match the answers to solve the riddle.

5×4=e 21 ÷ 3 = l
e = _____

l = _____
24 ÷ i = 4
i = _____

21 = c × 7
32 = s × 8
c = _____
s = _____

t ÷ 10 = 7
8 = 80 ÷ n
n = _____ t = _____

4 = 36 ÷ k
k = _____ 24 ÷ b = 12
b = _____

8=a÷3
h = _____
a = _____ 35 = 7 × h

Which tables do you NOT have to learn?

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
9 6 70 3 5 20 10 70 24 2 7 20 4

Lesson 3: Multiply and divide with familiar facts using a letter to represent 10
the unknown.

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 A STORY OF UNITS Lesson 3 Problem Set 3 3

2. Lonna buys 3 t-shirts for $8 each.

a. What is the total amount Lonna spends on 3 t-shirts? Use the letter m to represent the total amount
of money Lonna spends, and then solve the problem.

b. If Lonna hands the cashier 3 ten dollar bills, how much change will she receive? Use the letter c in an
equation to represent the change, and then find the value of c.

Lesson 3: Multiply and divide with familiar facts using a letter to represent 11
the unknown.

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 A STORY OF UNITS Lesson 3 Problem Set 3 3

3. Miss Potts used a total of 28 cups of flour to bake some bread. She used 4 cups of flour for each loaf of
bread. How many loaves of bread did she bake? Represent the problem using multiplication and division
sentences and a letter for the unknown. Then, solve the problem.

_____ × _____ = ______

_____ ÷ _____ = ______

4. At a table tennis tournament, two games went on for a total of 32 minutes.

One game took 12 minutes longer than the other. How long did it take to
complete each game? Use letters to represent the unknowns. Solve the CHALLENGE!
problem.

Lesson 3: Multiply and divide with familiar facts using a letter to represent 12
the unknown.

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 A STORY OF UNITS Lesson 3 Homework 3 3

Name Date

1. a. Complete the pattern.

30 60 90

b. Find the value of the unknown.

10 × 2= d d =__20_ 10 × 6 = w w =_____

3 × 10 = e e =_____ 10 × 7 = n n =_____

f = 4 × 10 f =_____ g = 8 × 10 g =_____

p = 5 × 10 p =_____

2. Each equation contains a letter representing the unknown. Find the value of the unknown.

8÷2=n n = _____

3 × a = 12 a = _____

p × 8 = 40 p = _____

18 ÷ 6 = c c = _____

d × 4= 24 d = _____

h÷7=5 h = _____

6×3=f f = _____

32 ÷ y = 4 y = _____

Lesson 3: Multiply and divide with familiar facts using a letter to represent 13
the unknown.

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 A STORY OF UNITS Lesson 3 Homework 3 3

3. Pedro buys 4 books at the fair for $7 each.

a. What is the total amount Pedro spends on 4 books? Use the letter b to represent the total amount
Pedro spends, and then solve the problem.

b. Pedro hands the cashier 3 ten dollar bills. How much change will he receive? Write an equation to
solve. Use the letter c to represent the unknown.

4. On field day, the first-grade dash is 25 meters long. The third-grade dash is twice the distance of the
first-grade dash. How long is the third-grade dash? Use a letter to represent the unknown and solve.

Lesson 3: Multiply and divide with familiar facts using a letter to represent
the unknown.
14

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 A STORY OF UNITS Lesson 4 Problem Set 3 3

Name Date

1. Skip-count by six to fill in the blanks. Match each number in the count-by with its multiplication fact.

6 9×6

_____
6×6

18
4×6

_____ 7×6

30
2×6

36
1×6

_____
3×6

48
10 × 6

_____
5×6

60 8×6

Lesson 4: Count by units of 6 to multiply and divide using number bonds 15

to decompose.

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 A STORY OF UNITS Lesson 4 Problem Set 3 3

2. Count by six to fill in the blanks below. 3. Count by six to fill in the blanks below.

6, _______, _______, _______ 6, ______, ______, ______, ______, _____, _____

Complete the multiplication equation that Complete the multiplication equation that
represents the final number in your count-by. represents the final number in your count-by.

6 × _______ = _______ 6 × _______ = _______

Complete the division equation that Complete the division equation that represents
represents your count-by. your count-by.

_______ ÷ 6 = _______ _______ ÷ 6 = _______

4. Mrs. Byrne’s class skip-counts by six for a group counting activity. When she points up, they count up by
six, and when she points down, they count down by six. The arrows show when she changes direction.

a. Fill in the blanks below to show the group counting answers.

 0, 6, _____, 18, _____ _____, 12  _____, 24, 30, _____  30, 24, _____  24, _____, 36, _____, 48

b. Mrs. Byrne says the last number that the class counts is the product of 6 and another number.
Write a multiplication sentence and a division sentence to show she’s right.

6 × _______ = 48 48 ÷ 6 = _______

5. Julie counts by six to solve 6 × 7. She says the answer is 36. Is she right? Explain your answer.

Lesson 4: Count by units of 6 to multiply and divide using number bonds 16

to decompose.

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 A STORY OF UNITS Lesson 4 Homework 3 3

Name Date

1. Use number bonds to help you skip-count by six by either making a ten or adding to the ones.

a. 6 + 6 = ______ 2
10 + ______ = _______
4 2

10
b. 12 + 6 = ______ 8
+ ______ = _______
10 2

c. 18 + 6 = ______ + ______ = _______

2 4

d. 24 + 6 = ______ + ______ = _______

20 4

e. 30 + 6 = _______

f. 36 + 6 = ______ + ______ = _______

4 2

g. 42 + 6 = ______ + ______ = _______

h. 48 + 6 = ______ + ______ = _______

i. 54 + 6 = ______ + ______ = _______

Lesson 4: Count by units of 6 to multiply and divide using number bonds 17

to decompose.

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 A STORY OF UNITS Lesson 4 Homework 3 3

2. Count by six to fill in the blanks below. 3. Count by six to fill in the blanks below.

6, _______, _______, _______, _______ 6, ______, ______, ______, ______, ______

Complete the multiplication equation that Complete the multiplication equation that
represents the final number in your count-by. represents the final number in your count-by.

6 × _______ = _______ 6 × _______ = _______

Complete the division equation that Complete the division equation that
represents your count-by. represents your count-by.

_______ ÷ 6 = _______ _______ ÷ 6 = _______

4. Count by six to solve 48 ÷ 6. Show your work below.

Lesson 4: Count by units of 6 to multiply and divide using number bonds 18

to decompose.

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 A STORY OF UNITS Lesson 5 Problem Set 3 3

Name Date

1. Skip-count by seven to fill in the blanks in the fish bowls. Match each count-by to its multiplication
expression. Then, use the multiplication expression to write the related division fact directly to the right.

7×6 _______ ÷ 7 = _______

7

7×3 _______ ÷ 7 = _______

______

7×8 _______ ÷ 7 = _______

21

7×7 _______ ÷ 7 = _______

______

7×1 _______ ÷ 7 = _______

______

7 × 10 _______ ÷ 7 = _______
42

7×9 _______ ÷ 7 = _______

49

7×4 _______ ÷ 7 = _______

______

7×2 _______ ÷ 7 = _______

______

7×5 _______ ÷ 7 = _______

______

Lesson 5: Count by units of 7 to multiply and divide using number bonds 19

to decompose.

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 A STORY OF UNITS Lesson 5 Problem Set 3 3

2. Complete the count-by seven sequence below. Then, write a multiplication equation and a division
equation to represent each blank you filled in.

7, 14, _______, 28, _______, 42, _______, _______, 63, _______

a. _______ × 7 = _______ _______ ÷ 7 = _______

b. _______ × 7 = _______ _______ ÷ 7 = _______

c. _______ × 7 = _______ _______ ÷ 7 = _______

d. _______ × 7 = _______ _______ ÷ 7 = _______

e. _______ × 7 = _______ _______ ÷ 7 = _______

3. Abe says 3 × 7 = 21 because 1 seven is 7, 2 sevens are 14, and 3 sevens are 14 + 6 + 1, which equals 21.
Why did Abe add 6 and 1 to 14 when he is counting by seven?

4. Molly says she can count by seven 6 times to solve 7 × 6. James says he can count by six 7 times to solve
this problem. Who is right? Explain your answer.

Lesson 5: Count by units of 7 to multiply and divide using number bonds 20

to decompose.

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 A STORY OF UNITS Lesson 5 Homework 3 3

Name Date

1. Use number bonds to help you skip-count by seven by making ten or adding to the ones.

10 + ______
a. 7 + 7 = ______ 4 = _______

3 4

b. 14 + 7 = ______ + ______ = _______

6 1

c. 21 + 7 = ______ + ______ = _______

20 1

d. 28 + 7 = ______ + ______ = _______

2 5

e. 35 + 7 = ______ + ______ = _______

5 2

f. 42 + 7 = ______ + ______ = _______

g. 49 + 7 = ______ + ______ = _______

h. 56 + 7 = ______ + ______ = _______

Lesson 5: Count by units of 7 to multiply and divide using number bonds 21

to decompose.

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 A STORY OF UNITS Lesson 5 Homework 3 3

2. Skip-count by seven to fill in the blanks. Then, fill in the multiplication equation, and use it to write the
related division fact directly to the right.

_____ 7 × 10 = _____ _______ ÷ 7 = _______

_____ 7 × 9 = _____ _______ ÷ 7 = _______

7 × 8 = _____ _______ ÷ 7 = _______

_____

7 × 7 = _____ _______ ÷ 7 = _______

49

_____ 7 × 6 = _____ _______ ÷ 7 = _______

7 × 5 = _____ _______ ÷ 7 = _______

_____

_______ ÷ 7 = _______
28 7 × 4 = _____

_______ ÷ 7 = _______
_____ 7 × 3 = _____

_____ 7 × 2 = _____ _______ ÷ 7 = _______

7 7 × 1 = _____ _______ ÷ 7 = _______

Lesson 5: Count by units of 7 to multiply and divide using number bonds 22

to decompose.

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 A STORY OF UNITS Lesson 6 Problem Set 3 3

Name Date

1. Label the tape diagrams. Then, fill in the blanks below to make the statements true.

a. 6 × 6 = _____ b. 7 × 6 = _____

(5 × 6) = _____ (_____× 6) = ____ (5 × 6) = _____ (____ × 6) = ____

6 6

(6 × 6) = (5 + 1) × 6 (7 × 6) = (5 + 2) × 6
= (5 × 6) + (1 × 6) = (5 × 6) + (2 × 6)
= 30 + ______ = 30 + ______
= ______ = ______

c. 8 × 6 = _____ d. 9 × 6 = _____

(5 × 6) = _____ (_____× 6) = ____ (5 × 6) = _____ (____ × 6) = ____

6 6

8 × 6 = (5 + _____) × 6 9 × 6 = (5 + _____) × 6
= (5 × 6) + (____ × 6) = (5 × 6) + (____ × 6)
= 30 + ______ = 30 + ______
= ______ = ______

Lesson 6: Use the distributive property as a strategy to multiply and divide 23

using units of 6 and 7.

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 A STORY OF UNITS Lesson 6 Problem Set 3 3

2. Break apart 54 to solve 54 ÷ 6. 3. Break apart 49 to solve 49 ÷ 7.

54 ÷ 6 49÷ 7

30 ÷ 6 24 ÷ 6 35 ÷ 7

54 ÷ 6 = (30 ÷ 6) + (____________÷ 6) 49 ÷ 7 = (35 ÷ 7) + (____________÷ 7)

= 5 + ____________ = 5 + ____________

= ___________ = ___________

4. Robert says that he can solve 6 × 8 by thinking of it as (5 × 8) + 8. Is he right? Draw a picture to help
explain your answer.

5. Kelly solves 42 ÷ 7 by using a number bond to break apart 42 into two parts. Show what her work might
look like below.

Lesson 6: Use the distributive property as a strategy to multiply and divide 24

using units of 6 and 7.

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 A STORY OF UNITS Lesson 6 Homework 3 3

Name Date

1. Label the tape diagrams. Then, fill in the blanks below to make the statements true.

a. 6 × 7= _____ b. 7 × 7 = _____

(5 × 7) = ____ (____ × 7) = ____ (5 × 7) = ____ (____ × 7) = ____

7 7

(6 × 7) = (5 + 1) × 7 (7 × 7) = (5 + 2) × 7
= (5 × 7) + (1 × 7) = (5 × 7) + (2 × 7)
= 35 + ______ = 35 + _____
= ______ = ______

c. 8 × 7 = _____ d. 9 × 7 = _____

(5 × 7) = ____ (____ × 7) = ____ (5 × 7) = ____ (____ × 7) = ____

7 7

8 × 7 = (5 + _____) × 7 9 × 7 = (5 + _____) × 7
= (5 × 7) + (____ × 7) = (5 × 7) + (____ × 7)
= 35 + ______ = 35 + ______
= ______ = ______

Lesson 6: Use the distributive property as a strategy to multiply and divide 25

using units of 6 and 7.

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 A STORY OF UNITS Lesson 6 Homework 3 3

2. Break apart 54 to solve 54 ÷ 6. 3. Break apart 56 to solve 56 ÷ 7

54 ÷ 6 56÷ 7

30 ÷ 6 ÷6 35 ÷ 7 ÷7

54 ÷ 6 = (30 ÷ 6) + (____________÷ 6) 56 ÷ 7 = (_____ ÷ _____) + (_____ ÷ _____)

= 5 + ____________ = 5 + ________

= ___________ = __________

4. Forty-two third grade students sit in 6 equal rows in the auditorium. How many students sit in each row?
Show your thinking.

5. Ronaldo solves 7 × 6 by thinking of it as (5 × 7) + 7. Is he correct? Explain Ronaldo’s strategy.

Lesson 6: Use the distributive property as a strategy to multiply and divide 26

using units of 6 and 7.

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 A STORY OF UNITS Lesson 7 Problem Set 3 3

Name Date

1. Match the words to the correct equation.

a number times 6 equals 30 n × 7 = 21

7 times a number equals 42 n × 6 = 30

6 times 7 equals a number

6×7=n

63 divided by a number equals 9 7 × n = 42

36 divided by a number equals 6 36 ÷ n = 6

a number times 7 equals 21 63 ÷ n = 9

2. Write an equation to represent the tape diagram below, and solve for the unknown.

8 8 8 8 8 8

Equation: ___________________________________

Lesson 7: Interpret the unknown in multiplication and division to model and 27

solve problems using units of 6 and 7.

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 A STORY OF UNITS Lesson 7 Problem Set 3 3

3. Model each problem with a drawing. Then, write an equation using a letter to represent the unknown,
and solve for the unknown.

a. Each student gets 3 pencils. There are a total of 21 pencils. How many students are there?

b. Henry spends 24 minutes practicing 6 different basketball drills. He spends the same amount of time
on each drill. How much time does Henry spend on each drill?

c. Jessica has 8 pieces of yarn for a project. Each piece of yarn is 6 centimeters long. What is the total
length of the yarn?

d. Ginny measures 6 milliliters of water into each beaker. She pours a total of 54 milliliters. How many
beakers does Ginny use?

Lesson 7: Interpret the unknown in multiplication and division to model and 28

solve problems using units of 6 and 7.

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 A STORY OF UNITS Lesson 7 Homework 3 3

Name Date

1. Match the words on the arrow to the correct equation on the target.

7 times a number equals 42

n × 7 = 21

63 divided by a number equals 9

7 × n = 42

36 divided by a number equals 6

63 ÷ n = 9

A number times 7 equals 21

36 ÷ n = 6

Lesson 7: Interpret the unknown in multiplication and division to model and 29

solve problems using units of 6 and 7.

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 A STORY OF UNITS Lesson 7 Homework 3 3

2. Ari sells 6 boxes of pens at the school store.

a. Each box of pens sells for $7. Draw a tape diagram, and label the total amount of money he makes
as m. Write an equation, and solve for m.

b. Each box contains 6 pens. Draw a tape diagram, and label the total number of pens as p. Write an
equation, and solve for p.

3. Mr. Lucas divides 28 students into 7 equal groups for a project. Draw a tape diagram, and label the
number of students in each group as n. Write an equation, and solve for n.

Lesson 7: Interpret the unknown in multiplication and division to model and 30

solve problems using units of 6 and 7.

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 A STORY OF UNITS Lesson 8 Problem Set

Name Date

1. Solve.

a. (12 – 4) + 6 = ______ i. ______ = (12 ÷ 2) + 4

b. 12 – (4 + 6) = ______ j. ______ = 12 ÷ (2 + 4)

c. ______ = 15 – (7 + 3) k. 9 + (15 ÷ 3) = ______

d. ______ = (15 – 7) + 3 l. (9 + 15) ÷ 3 = ______

e. ______ = (3 + 2) × 6 m. 60 ÷ (10 – 4) = ______

f. ______ = 3 + (2 × 6) n. (60 ÷ 10) – 4 = ______

g. 4 × (7 – 2) = ______ o. ______ = 35 + (10 ÷ 5)

h. (4 × 7) – 2 = ______ p. ______ = (35 + 10) ÷ 5

2. Use parentheses to make the equations true.

a. 16 – 4 + 7 = 19 b. 16 – 4 + 7 = 5

c. 2 = 22 – 15 + 5 d. 12 = 22 – 15 + 5

e. 3 + 7 × 6 = 60 f. 3 + 7 × 6 = 45

g. 5 = 10 ÷ 10 × 5 h. 50 = 100 ÷ 10 × 5

i. 26 – 5 ÷ 7 = 3 j. 36 = 4 × 25 – 16

Lesson 8: Understand the function of parentheses and apply to solving problems. 31

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 A STORY OF UNITS Lesson 8 Problem Set

3. The teacher writes 24 ÷ 4 + 2 = ______ on the board. Chad says it equals 8. Samir says it equals 4.
Explain how placing the parentheses in the equation can make both answers true.

4. Natasha solves the equation below by finding the sum of 5 and 12. Place the parentheses in the equation
to show her thinking. Then, solve.

12 + 15 ÷ 3 = ________

5. Find two possible answers to the expression 7 + 3 × 2 by placing the parentheses in different places.

Lesson 8: Understand the function of parentheses and apply to solving problems. 32

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 A STORY OF UNITS Lesson 8 Homework

Name Date

1. Solve.

a. 9 – (6 + 3) = ______ b. (9 – 6) + 3 = ______

c. ______= 14 – (4 + 2) d. ______ = (14 – 4) + 2

e. ______ = (4 + 3) × 6 f. ______ = 4 + (3 × 6)

g. (18 ÷ 3) + 6 = ______ h. 18 ÷ (3 + 6) = ______

2. Use parentheses to make the equations true.

a. 14 – 8 + 2 = 4 b. 14 – 8 + 2 = 8 c. 2 + 4 × 7 = 30 d. 2 + 4 × 7 = 42

e. 12 = 18 ÷ 3 × 2 f. 3 = 18 ÷ 3 × 2 g. 5 = 50 ÷ 5 × 2 h. 20 = 50 ÷ 5 × 2

Lesson 8: Understand the function of parentheses and apply to solving problems. 33

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 A STORY OF UNITS Lesson 8 Homework

3. Determine if the equation is true or false.

a. (15 – 3) ÷ 2 = 6 Example: True

b. (10 – 7) × 6 = 18

c. (35 – 7) ÷ 4 = 8

d. 28 = 4 × (20 – 13)

e. 35 = (22 – 8) ÷ 5

4. Jerome finds that (3 × 6) ÷ 2 and 18 ÷ 2 are equal. Explain why this is true.

5. Place parentheses in the equation below so that you solve by finding the difference between 28 and 3.
Write the answer.

4 × 7 – 3 = ________

6. Johnny says that the answer to 2 × 6 ÷ 3 is 4 no matter where he puts the parentheses. Do you agree?
Place parentheses around different numbers to help you explain his thinking.

Lesson 8: Understand the function of parentheses and apply to solving problems. 34

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 A STORY OF UNITS Lesson 9 Application Problems 3 3

Name Date

Solve the following pairs of problems. Circle the pairs where both problems have the same answer.

1. a. 7 + (6 + 4) 5. a. (3 + 2) × 5

b. (7 + 6) + 4 b. 3 + (2 × 5)

2. a. (3 × 2) × 4 6. a. (8 ÷ 2) × 2

b. 3 × (2 × 4) b. 8 ÷ (2 × 2)

3. a. (2 × 1) × 5 7. a. (9 – 5) + 3

b. 2 × (1 × 5) b. 9 – (5 + 3)

4. a. (4 × 2) × 2 8. a. (8 × 5) – 4

b. 4 × (2 × 2) b. 8 × (5 – 4)

Lesson 9: Model the associative property as a strategy to multiply. 35

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 A STORY OF UNITS Lesson 9 Problem Set 3 3

Name Date

1. Use the array to complete the equation.

a. 3 × 12 = _____

b. (3 × 3) × 4
= _____ × 4
= _____

c. 3 × 14 = _____

d. (______ × _____) × 7
= _____ × _____
= _____

Lesson 9: Model the associative property as a strategy to multiply. 36

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 A STORY OF UNITS Lesson 9 Problem Set 3 3

2. Place parentheses in the equations to simplify. Then, solve. The first one has been done for you.

a. 3 × 16 = 3 × (2 × 8) b. 2 × 14 = 2 × (2 × 7)

= (3 × 2) × 8 48 = (2 × 2) × 7

= ___6__ × 8 = _____ × 7

c. d.
3 × 12 = 3 × (3 × 4) 3 × 14 = 3 × 2 × 7

=3×3×4 =3×2×7

= _____ × _____ = _____ × _____

e. 15 × 3 = 5 × 3 × 3 f. 15 × 2 = 5 × 3 × 2

=5×3×3 =5×3×2

= _____ × _____ = _____ × _____

3. Charlotte finds the answer to 16 × 2 by thinking about 8 × 4. Explain her strategy.

Lesson 9: Model the associative property as a strategy to multiply. 37

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 A STORY OF UNITS Lesson 9 Homework 3 3

Name Date

1. Use the array to complete the equation.

a. 3 × 16 = _____

b. (3 × ____) × 8
= _____ × _____
= _____

c. 4 × 18 = _____

d. (4 × ____) × 9
= _____ × _____
= _____

Lesson 9: Model the associative property as a strategy to multiply. 38

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 A STORY OF UNITS Lesson 9 Homework 3 3

2. Place parentheses in the equations to simplify and solve.

12 × 4 = (6 × 2) × 4 a. 3 × 14 = 3 × (2 × 7)

= 6 × (2 × 4) = ___48__ =3×2×7 = _____

= 6 × _8 = ____ × 7

b. 3 × 12 = 3 × (3 × 4)

=3×3×4 = _____

= ____× 4

3. Solve. Then, match the related facts.

a. 20 × 2 = __40__ = 6 × (5 × 2)

b. 30 × 2 = ______ = 8 × (5 × 2)

c. 35 × 2 = ______ = 4 × (5 × 2)

d. 40 × 2 = ______ = 7 × (5 × 2)

Lesson 9: Model the associative property as a strategy to multiply. 39

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 A STORY OF UNITS Lesson 10 Problem Set 3 3

Name Date

1. Label the arrays. Then, fill in the blanks below to make the statements true.
a. 8 × 8 = _____ b. 8 × 9 = 9 × 8 =_____

(8 × 5) = _ __ (8 × _____) = _____ (8 × 5) = _ __ (8 × _____) = _____

8 × 8 = 8 × (5 + _____) 9 × 8 = 8 × (5 + _____)
= (8 × 5) + (8 × _____) = (8 × 5) + (8 × ____ )
= 40 + ______ = 40 + ______
= ______ = ______

2. Break apart and distribute to solve 56 ÷ 8. 3. Break apart and distribute to solve 72 ÷ 8.

56÷8 72÷8

40÷8 16÷8 40÷8

72 ÷ 8 = (40 ÷ 8) + (__________÷ 8)
56 ÷ 8 = (40 ÷ 8) + (__________÷ 8)
= 5 + ____________
= 5 + ____________
= ____________
= ____________

Lesson 10: Use the distributive property as a strategy to multiply and divide. 40

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 A STORY OF UNITS Lesson 10 Problem Set 3 3

4. An octagon has 8 sides. Skip-count to find the total number of sides on 9 octagons.

8
16

Nine octagons have a total of _________ sides.

5. Multiply.

8×6=
3×8=
4×8=

32

8 × 10 8×8= 7×8=

Lesson 10: Use the distributive property as a strategy to multiply and divide. 41

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 A STORY OF UNITS Lesson 10 Problem Set 3 3

6. Match.

24 ÷ 8
1

2
32 ÷ 8

16 ÷ 8
4

64 ÷ 8 5

48 ÷ 8
7

72 ÷ 8
9

Lesson 10: Use the distributive property as a strategy to multiply and divide. 42

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 A STORY OF UNITS Lesson 10 Homework 3 3

Name Date

1. Label the array. Then, fill in the blanks to make the statements true.

8 × 7 = 7 × 8 =_____

(7 × 5) = (7 × _____) = _____

8 × 7 = 7 × (5 + _____)
= (7 × 5) + (7 × ____)
= 35 + ______
= ______

2. Break apart and distribute to solve 72 ÷ 8.

72 ÷ 8 = (40 ÷ 8) + (__________÷ 8)
72÷8
= 5 + ____________

40÷8 32÷8 = ____________

Lesson 10: Use the distributive property as a strategy to multiply and divide. 43

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 A STORY OF UNITS Lesson 10 Homework 3 3

3. Count by 8. Then, match each multiplication problem with its value.

8 , _______, _______, _______, _______, _______, _______, _______, _______, _______

9×8 8×8
5×8

6×8 7×8

4. Divide.

16 ÷ 8 = ______ 40 ÷ 8 = ______ 32 ÷ 8 = ______

48 ÷ 8 = ______ 56 ÷ 8 = ______ 72 ÷ 8 = ______

Lesson 10: Use the distributive property as a strategy to multiply and divide. 44

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 A STORY OF UNITS Lesson 11 Problem Set 3 3

Name Date

1. Ms. Santor divides 32 students into 8 equal groups for a field trip. Draw a tape diagram, and label the
number of students in each group as n. Write an equation, and solve for n.

2. Tara buys 6 packs of printer paper. Each pack of paper costs $8. Draw a tape diagram, and label the total
amount she spends as m. Write an equation, and solve for m.

3. Mr. Reed spends $24 on coffee beans. How many kilograms of coffee beans does he buy? Draw a tape
diagram, and label the total amount of coffee beans he buys as c. Write an equation, and solve for c.

$8 for 1 kg

Lesson 11: Interpret the unknown in multiplication and division to model and 45
solve problems.

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 A STORY OF UNITS Lesson 11 Problem Set 3 3

4. Eight boys equally share 4 packs of baseball cards. Each pack contains 10 cards. How many cards does
each boy get?

5. There are 8 bags of yellow and green balloons. Each bag contains 7 balloons. If there are 35 yellow
balloons, how many green balloons are there?

6. The fruit seller packs 72 oranges into bags of 8 each. He sells all the oranges at $4 a bag. How much
money did he receive?

Lesson 11: Interpret the unknown in multiplication and division to model and 46
solve problems.

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 A STORY OF UNITS Lesson 11 Homework 3 3

Name Date

1. Jenny bakes 10 cookies. She puts 7 chocolate chips on each cookie. Draw a tape diagram, and label the
total amount of chocolate chips as c. Write an equation, and solve for c.

2. Mr. Lopez arranges 48 dry erase markers into 8 equal groups for his math stations. Draw a tape diagram,
and label the number of dry erase markers in each group as v. Write an equation, and solve for v.

3. There are 35 computers in the lab. Five students each turn off an equal number of computers.
How many computers does each student turn off? Label the unknown as m, and then solve.

Lesson 11: Interpret the unknown in multiplication and division to model and 47
solve problems.

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 A STORY OF UNITS Lesson 11 Homework 3 3

4. There are 9 bins of books. Each bin has 6 comic books. How many comic books are there altogether?

5. There are 8 trail mix bags in one box. Clarissa buys 5 boxes. She gives an equal number of bags of trail
mix to 4 friends. How many bags of trail mix does each friend receive?

6. Leo earns $8 each week for doing chores. After 7 weeks, he buys a gift and has $38 left. How much
money does he spend on the gift?

Lesson 11: Interpret the unknown in multiplication and division to model and 48
solve problems.

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 A STORY OF UNITS Lesson 12 Problem Set 3 3

Name Date

1. Each has a value of 9. Find the value of each row. Then, add the rows to find the total.

a. 6 × 9 = _____ b. 7 × 9 = _____

5 × 9 = 45 5 × 9 = 45

1 × 9 = _____ _____ × 9 = _____

6 × 9 = (5 + 1) × 9 7 × 9 = (5 + ____) × 9
= (5 × 9) + (1 × 9) = (5 × 9) + (____ × 9)
= 45 + _____ = 45 + _____
= _____ = _____

c. 8 × 9 = _____ d. 9 × 9 = _____

5 × 9 = _____ 5 × 9 = _____

_____ × 9 = _____ _____ × 9 = _____

8 × 9 = (5 + _____) × 9 9 × 9 = (5 + _____) × 9
= (5 × 9) + (_____ × _____) = (5 × 9) + (_____ × _____)
= 45 + _____ = 45 + _____
= _____ = _____

Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy 49
to multiply.

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 A STORY OF UNITS Lesson 12 Problem Set 3 3

2. Find the total value of the shaded blocks.

a. 9 × 6 = b. 9 × 7 =

6 7

9 sixes = 10 sixes – 1 six 9 sevens = 10 sevens – 1 seven

=_____ – 6 = _____ – 7

= _____ = _____

c. 9 × 8 = d. 9 × 9 =

8 9

9 eights = 10 eights – 1 eight 9 nines = 10 nines – 1 nine

= _____ – 8 = _____ – _____

= _____ = _____

3. Matt buys a pack of postage stamps. He counts 9 rows of 4 stamps. He thinks of 10 fours to find the total
number of stamps. Show the strategy that Matt might have used to find the total number of stamps.

Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy 50
to multiply.

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 A STORY OF UNITS Lesson 12 Problem Set 3 3

4. Match.

81
45 ÷ 9
3×9

10

27
9÷9
9×9

36 90 ÷ 9
8×9

6
9×4 72 ÷ 9

72

18

2×9
54 ÷ 9
8

Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy 51
to multiply.

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 A STORY OF UNITS Lesson 12 Homework 3 3

Name Date

1. Find the value of each row. Then, add the rows to find the total.

a. Each has a value of 6. b. Each has a value of 7.

9 × 6 = _____ 9 × 7 = _____

5 × 6 = 30 5 × 7 = _____

4 × 6 = _____ _____ × 7 = _____

9 × 6 = (5 + 4) × 6 9 × 7 = (5 + _____) × 7

= (5 × 6) + (4 × 6) = (5 × 7) + (_____ × 7)

= 30 + _____ = 35 + _____

= _____ = _____

c. Each has a value of 8. d. Each has a value of 9.

9 × 8 = _____ 9 × 9 = _____
5 × 8 = _____
5 × 9 = _____

_____ × 8 = _____
_____ × 9 = _____

9 × 8 = (5 + _____) × 8 9 × 9 = (5 + _____) × 9

= (5 × 8) + (_____ × _____) = (5 × 9) + (_____ × _____)

= 40 + _____ = 45 + _____

= _____ = _____

Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy 52
to multiply.

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 A STORY OF UNITS Lesson 12 Homework 3 3

2. Match.

a. 9 fives = 10 fives – 1 five 9×7

45
= 50 – 5

b. 9 sixes = 10 sixes – 1 six

63 9×6
=_____ – 6

c. 9 sevens = 10 sevens – 1 seven

54 9×5
= _____ – 7

d. 9 eights = 10 eights – 1 eight

81 9×9
= _____ – 8

e. 9 nines = 10 nines – 1 nine

= _____ – _____
72 9×4

f. 9 fours = 10 fours – 1 four

= _____ – _____ 9×8

36

Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy 53
to multiply.

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 A STORY OF UNITS Lesson 12 Template 3

tape diagram

Lesson 12: Apply the distributive property and the fact 9 = 10 – 1 as a strategy 54
to multiply.

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 A STORY OF UNITS Lesson 13 Problem Set 3 3

Name Date

1. a. Skip-count by nine.

9
_______, 36
_______, _______, _______, 72 _______, _______
_______, _______, _______, _______,

b. Look at the tens place in the count-by. What is the pattern?

c. Look at the ones place in the count-by. What is the pattern?

2. Complete to make true statements.

10
a. 10 more than 0 is _______, f. 10 more than 45 is _______,
9
1 less is _______. 1 less is _______.
9
1 × 9 = _______ 6 × 9 = _______

b. 10 more than 9 is _______,

19 g. 10 more than 54 is _______,
1 less is _______.
18 1 less is _______.
2 × 9 = _______ 7 × 9 = _______

c. 10 more than 18 is _______, h. 10 more than 63 is _______,

1 less is _______. 1 less is _______.
3 × 9 = _______ 8 × 9 = _______

d. 10 more than 27 is _______, i. 10 more than 72 is _______,

1 less is _______. 1 less is _______.
4 × 9 = _______ 9 × 9 = _______

e. 10 more than 36 is _______, j. 10 more than 81 is _______,

1 less is _______. 1 less is _______.
5 × 9 = _______ 10 × 9 = _______

Lesson 13: Identify and use arithmetic patterns to multiply. 55

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 A STORY OF UNITS Lesson 13 Problem Set 3 3

3. a. Analyze the equations in Problem 2. What is the pattern?

b. Use the pattern to find the next 4 facts. Show your work.

11 × 9 = 12 × 9 = 13 × 9 = 14 × 9 =

c. Kent notices another pattern in Problem 2. His work is shown below. He sees the following:
 The tens digit in the product is 1 less than the number of groups.
 The ones digit in the product is 10 minus the number of groups.

Tens digit Ones digit

2 × 9 = 18  1=2–1 8 = 10 – 2

3 × 9 = 27  2=3–1 7 = 10 – 3

4 × 9 = 36  3=4–1 6 = 10 – 4

5 × 9 = 45  4=5–1 5 = 10 – 5

Use Kent’s strategy to solve 6 × 9 and 7 × 9.

d. Show an example of when Kent’s pattern doesn’t work.

Lesson 13: Identify and use arithmetic patterns to multiply. 56

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 A STORY OF UNITS Lesson 13 Problem Set 3 3

4. Each equation contains a letter representing the unknown. Find the value of each unknown. Then, write
the letters that match the answers to solve the riddle.

81 ÷ 9 = g 9 × d = 72
a × 9 = 54
g = _____ d = _____
a = _____

e × 9 = 63
e = _____
9 × n = 27
o ÷ 9 = 10
n = _____
o = _____

t × 9 = 18
t = _____

i÷9=5
9 × s = 36
i = _____
s = _____

How do you make one vanish?

____ ____ ____ ____ “____” ____ ____ ____ ____ ____’ ____ ____ ____ ____ ____ !
6 8 8 6 9 6 3 8 45 2 4 9 90 3 7

Lesson 13: Identify and use arithmetic patterns to multiply. 57

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 A STORY OF UNITS Lesson 13 Homework 3 3

Name Date

1. a. Skip-count by nines down from 90.

90
_______, 72
_______, _______, 36
_______, _______, _______, _______, _______, _______, _______

b. Look at the tens place in the count-by. What is the pattern?

c. Look at the ones place in the count-by. What is the pattern?

2. Each equation contains a letter representing the unknown. Find the value of each unknown.

a × 9 = 18 m÷9=3 e × 9 = 45 f÷9=4
a = _____ m = _____ e = _____ f = _____

9 × d = 81 w÷9=6 9 × s = 90 k÷9=8
d = _____ w = _____ s = _____ k = _____

Lesson 13: Identify and use arithmetic patterns to multiply. 58

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 A STORY OF UNITS Lesson 13 Homework 3 3

3. Solve.

a. What is 10 more than 0? ____ b. What is 10 more than 9? ____ c. What is 10 more than 18? ____
What is 1 less? ____ What is 1 less? ____ What is 1 less? ____
1 × 9 = ____ 2 × 9 = ____ 3 × 9 = ____

d. What is 10 more than 27? ____ e. What is 10 more than 36? ____ f. What is 10 more than 45? ____
What is 1 less? ____ What is 1 less? ____ What is 1 less? ____
4 × 9 = ____ 5 × 9 = ____ 6 × 9 = ____

g. What is 10 more than 54? ____ h. What is 10 more than 63? ____ i. What is 10 more than 72? ____
What is 1 less? ____ What is 1 less? ____ What is 1 less? ____
7 × 9 = ____ 8 × 9 = ____ 9 × 9 = ____

j. What is 10 more than 81? _____

What is 1 less? _____
10 × 9 = _____

4. Explain the pattern in Problem 3, and use the pattern to solve the next 3 facts.

11 × 9 = _____ 12 × 9 = _____ 13 × 9 = _____

Lesson 13: Identify and use arithmetic patterns to multiply. 59

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 A STORY OF UNITS Lesson 14 Problem Set 3 3

Name Date

1. a. Multiply. Then, add the tens digit and ones digit of each product.

1×9= 9 _____ 9 = ______

0 + _____ 9

2 × 9 = 18 1 + _____
_____ 8 = ______

3×9= _____ + _____ = ______

4×9= _____ + _____ = ______

5×9= _____ + _____ = ______

6×9= _____ + _____ = ______

7×9= _____ + _____ = ______

8×9= _____ + _____ = ______

9×9= _____ + _____ = ______

10 × 9 = _____ + _____ = ______

b. What is the sum of the digits in each product? How can this strategy help you check your work with
the nines facts?

c. Araceli continues to count by nines. She writes, “90, 99, 108, 117, 126, 135, 144, 153, 162, 171, 180,
189, 198. Wow! The sum of the digits is still 9.” Is she correct? Why or why not?

Lesson 14: Identify and use arithmetic patterns to multiply. 60

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 A STORY OF UNITS Lesson 14 Problem Set 3 3

2. Araceli uses the number of groups in 8 × 9 to help her find the product. She uses 8 – 1 = 7 to get the digit
in the tens place and 10 – 8 = 2 to get the digit in the ones place. Use her strategy to find 4 more facts.

3. Dennis calculates 9 × 8 by thinking about it as 80 – 8 = 72. Explain Dennis’ strategy.

4. Sonya figures out the answer to 7 × 9 by putting down her right index finger (shown). What is the
answer? Explain how to use Sonya’s finger strategy.

Lesson 14: Identify and use arithmetic patterns to multiply. 61

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 A STORY OF UNITS Lesson 14 Homework 3 3

Name Date

1. a. Multiply. Then, add the digits in each product.

10 × 9 = 90 9 + 0 = 9

9 × 9 = 81 8 + 1 = 9

8×9= _____ + _____ = ______

7×9= _____ + _____ = ______

6×9= _____ + _____ = ______

5×9= _____ + _____ = ______

4×9= _____ + _____ = ______

3×9= _____ + _____ = ______

2×9= _____ + _____ = ______

1×9= _____ + _____ = ______

b. What pattern did you notice in Problem 1(a)? How can this strategy help you check your work with
nines facts?

Lesson 14: Identify and use arithmetic patterns to multiply. 62

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 A STORY OF UNITS Lesson 14 Homework 3 3

2. Thomas calculates 9 × 7 by thinking about it as 70 – 7 = 63. Explain Thomas’ strategy.

3. Alexia figures out the answer to 6 × 9 by lowering the thumb on her right hand (shown). What is the
answer? Explain Alexia’s strategy.

4. Travis writes 72 = 9 × 8. Is he correct? Explain at least 2 strategies Travis can use to check his work.

Lesson 14: Identify and use arithmetic patterns to multiply. 63

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 A STORY OF UNITS Lesson 15 Problem Set 3 3

Name Date

Write an equation, and use a letter to represent the unknown for Problems 1–6.

1. Mrs. Parson gave each of her grandchildren $9. She gave a total of $36. How many grandchildren does
Mrs. Parson have?

2. Shiva pours 27 liters of water equally into 9 containers. How many liters of water are in each container?

3. Derek cuts 7 pieces of wire. Each piece is 9 meters long. What is the total length of the 7 pieces?

Lesson 15: Interpret the unknown in multiplication and division to model and solve 64
problems.

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 A STORY OF UNITS Lesson 15 Problem Set 3 3

4. Aunt Deena and Uncle Chris share the cost of a limousine ride with their 7 friends. The ride cost a total
of $63. If everyone shares the cost equally, how much does each person pay?

5. Cara bought 9 packs of beads. There are 10 beads in each pack. She always uses 30 beads to make each
necklace. How many necklaces can she make if she uses all the beads?

6. There are 8 erasers in a set. Damon buys 9 sets. After giving some erasers away, Damon has 35 erasers
left. How many erasers did he give away?

Lesson 15: Interpret the unknown in multiplication and division to model and solve 65
problems.

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 A STORY OF UNITS Lesson 15 Homework 3 3

Name Date

1. The store clerk equally divides 36 apples among 9 baskets. Draw a tape diagram, and label the number of
apples in each basket as a. Write an equation, and solve for a.

2. Elijah gives each of his friends a pack of 9 almonds. He gives away a total of 45 almonds. How many
packs of almonds did he give away? Model using a letter to represent the unknown, and then solve.

3. Denice buys 7 movies. Each movie costs $9. What is the total cost of 7 movies? Use a letter to represent
the unknown. Solve.

Lesson 15: Interpret the unknown in multiplication and division to model and solve 66
problems.

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 A STORY OF UNITS Lesson 15 Homework 3 3

4. Mr. Doyle shares 1 roll of bulletin board paper equally with 8 teachers. The total length of the roll is
72 meters. How much bulletin board paper does each teacher get?

5. There are 9 pens in a pack. Ms. Ochoa buys 9 packs. After giving her students some pens, she has
27 pens left. How many pens did she give away?

6. Allen buys 9 packs of trading cards. There are 10 cards in each pack. He can trade 30 cards for a comic
book. How many comic books can he get if he trades all of his cards?

Lesson 15: Interpret the unknown in multiplication and division to model and solve 67
problems.

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 A STORY OF UNITS Lesson 16 Problem Set 3 3

Name Date

1. Complete.

a. _____ × 1 = 6 b. _____ ÷ 7 = 0 c. 8 × _____ = 8 d. 9 ÷ _____ = 9

e. 0 ÷ 5 = _____ f. _____ × 0 = 0 g. 4 ÷ _____ = 1 h. _____ × 1 = 3

2. Match each equation with its solution.

1×n=3 n÷4=0 1×6=n 7÷7=n n×1=9 n÷1=8

n=0 n=9 n=3 n=8 n=6 n=1

3. Let n be a number. Complete the blanks below with the products.

1 2 3 4 5 6 7 8 9
… n

×1 ×1 ×1 ×1 ×1 ×1 ×1 ×1 ×1 ×1

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____

What pattern do you notice?

Lesson 16: Reason about and explain arithmetic patterns using units 68
of 0 and 1 as they relate to multiplication and division.

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 A STORY OF UNITS Lesson 16 Problem Set 3 3

4. Josie says that any number divided by 1 equals that number.

a. Write a division equation using n to represent Josie’s statement.

b. Use your equation from Part (a). Let n = 6. Write a new equation, and draw a picture to show that
your equation is true.

c. Write the related multiplication equation that you can use to check your division equation.

5. Matt explains what he learned about dividing with zero to his little sister.

a. What might Matt tell his sister about solving 0 ÷ 9? Explain your answer.

b. What might Matt tell his sister about solving 8 ÷ 0? Explain your answer.

c. What might Matt tell his sister about solving 0 ÷ 0? Explain your answer.

Lesson 16: Reason about and explain arithmetic patterns using units 69
of 0 and 1 as they relate to multiplication and division.

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 A STORY OF UNITS Lesson 16 Homework 3 3

Name Date

1. Complete.

a. 4 × 1 = ______ b. 4 × 0 = _____ c. _____ × 1 = 5 d. _____ ÷ 5 = 0

e. 6 × _____ = 6 f. _____ ÷ 6 = 0 g. 0 ÷ 7 = _____ h. 7 × _____ = 0

i. 8 ÷ _____ = 8 j. _____ × 8 = 8 k. 9 × _____ = 9 l. 9 ÷ _____ = 1

2. Match each equation with its solution.

9×1=w w=6

w×1=6 w=7

7÷w=1 w=8

1×w=8
w=9

w÷8=0
w=1

9÷9=w w=0

Lesson 16: Reason about and explain arithmetic patterns using units 70
of 0 and 1 as they relate to multiplication and division.

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 A STORY OF UNITS Lesson 16 Homework 3 3

3. Let c = 8. Determine whether the equations are true or false. The first one has been done for you.

a. c × 0 = 8 False

b. 0 × c = 0

c. c × 1 = 8

d. 1 × c = 8

e. 0 ÷ c = 8

f. 8÷c=1

g. 0 ÷ c = 0

h. c ÷ 0 = 8

4. Rajan says that any number multiplied by 1 equals that number.

a. Write a multiplication equation using n to represent Rajan’s statement.

b. Using your equation from Part (a), let n = 5, and draw a picture to show that the new equation is true.

Lesson 16: Reason about and explain arithmetic patterns using units 71
of 0 and 1 as they relate to multiplication and division.

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 A STORY OF UNITS Lesson 17 Problem Set 3 3

Name Date

1. Write the products into the squares as fast as you can.

1×1 2×1 3×1 4×1 5×1 6×1 7×1 8×1

1×2 2×2 3×2 4×2 5×2 6×2 7×2 8×2

1×3 2×3 3×3 4×3 5×3 6×3 7×3 8×3

1×4 2×4 3×4 4×4 5×4 6×4 7×4 8×4

1×5 2×5 3×5 4×5 5×5 6×5 7×5 8×5

1×6 2×6 3×6 4×6 5×6 6×6 7×6 8×6

1×7 2×7 3×7 4×7 5×7 6×7 7×7 8×7

1×8 2×8 3×8 4×8 5×8 6×8 7×8 8×8

a. Color all the squares with even products orange. Can an even product ever have an odd factor?

b. Can an odd product ever have an even factor?

c. Everyone knows that 7 × 4 = (5 × 4) + (2 × 4). Explain how this is shown in the table.

d. Use what you know to find the product of 7 × 16 or 8 sevens + 8 sevens.

Lesson 17: Identify patterns in multiplication and division facts using the 72
multiplication table.

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 2. In the table, only the products on the diagonal are shown.
1×1
a. Label each product on the diagonal.
A STORY OF UNITS

2×2

3×3

Lesson 17:

G3-M3-SE-B2-v1.3.0-05.2015
4×4

b. Draw an array to match each expression in the table below. Then, label 5×5
the number of squares you added to make each new array. The first

multiplication table.
two arrays have been done for you.
6 ×6

1×1 2×2 3×3 4×4 5×5 6×6

Identify patterns in multiplication and division facts using the

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3
Lesson 17 Problem Set 3 3

73
A STORY OF UNITS Lesson 17 Problem Set 3 3

c. What pattern do you notice in the number of squares that are added to each new array?

d. Use the pattern you discovered in Part (b) to prove this: 9 × 9 is the sum of the first 9 odd numbers.

Lesson 17: Identify patterns in multiplication and division facts using the 74
multiplication table.

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 A STORY OF UNITS Lesson 17 Homework 3 3

Name Date

1. a. Write the products into the chart as fast as you can.

× 1 2 3 4 5 6 7 8

b. Color the rows and columns with even factors yellow.

c. What do you notice about the factors and products that are left unshaded?

Lesson 17: Identify patterns in multiplication and division facts using the 75
multiplication table.

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 A STORY OF UNITS Lesson 17 Homework 3 3

d. Complete the chart by filling in each blank and writing an example for each rule.

Rule Example

odd times odd equals __________

even times even equals __________

even times odd equals __________

e. Explain how 7 × 6 = (5 × 6) + (2 × 6) is shown in the table.

f. Use what you know to find the product of 4 × 16 or 8 fours + 8 fours.

2. Today in class, we found that n × n is the sum of the first n odd numbers. Use this pattern to find the
value of n for each equation below. The first is done for you.

a. 1 + 3 + 5 = n × n

9=3×3

b. 1 + 3 + 5 + 7 = n × n

Lesson 17: Identify patterns in multiplication and division facts using the 76
multiplication table.

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A STORY OF UNITS Lesson 17 Homework 3 3

c. 1 + 3 + 5 + 7 + 9 + 11 = n × n

d. 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 = n × n

e. 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 = n × n

Lesson 17: Identify patterns in multiplication and division facts using the 77
multiplication table.

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 A STORY OF UNITS Lesson 18 Problem Set 3 3

Name Date

Use the RDW process for each problem. Explain why your answer is reasonable.

1. Rose has 6 pieces of yarn that are each 9 centimeters long. Sasha gives Rose a piece of yarn. Now, Rose
has a total of 81 centimeters of yarn. What is the length of the yarn that Sasha gives Rose?

2. Julio spends 29 minutes doing his spelling homework. He then completes each math problem in
4 minutes. There are 7 math problems. How many minutes does Julio spend on his homework in all?

Lesson 18: Solve two-step word problems involving all four operations and assess 78
the reasonableness of solutions.

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 A STORY OF UNITS Lesson 18 Problem Set 3 3

3. Pearl buys 125 stickers. She gives 53 stickers to her little sister. Pearl then puts 9 stickers on each page of
her album. If she uses all of her remaining stickers, on how many pages does Pearl put stickers?

4. Tanner’s beaker had 45 milliliters of water in it at first. After each of his friends poured in 8 milliliters, the
beaker contained 93 milliliters. How many friends poured water into Tanner’s beaker?

5. Cora weighs 4 new, identical pencils and a ruler. The total weight of these items is 55 grams. She weighs
the ruler by itself and it weighs 19 grams. How much does each pencil weigh?

Lesson 18: Solve two-step word problems involving all four operations and assess 79
the reasonableness of solutions.

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 A STORY OF UNITS Lesson 18 Homework 3 3

Name Date

Use the RDW process for each problem. Explain why your answer is reasonable.

1. Mrs. Portillo’s cat weighs 6 kilograms. Her dog weighs 22 kilograms more than her cat. What is the total
weight of her cat and dog?

2. Darren spends 39 minutes studying for his science test. He then does 6 chores. Each chore takes him
3 minutes. How many minutes does Darren spend studying and doing chores?

3. Mr. Abbot buys 8 boxes of granola bars for a party. Each box has 9 granola bars. After the party, there
are 39 bars left. How many bars were eaten during the party?

Lesson 18: Solve two-step word problems involving all four operations and assess 80
the reasonableness of solutions.

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 A STORY OF UNITS Lesson 18 Homework 3 3

4. Leslie weighs her marbles in a jar, and the scale reads 474 grams. The empty jar weighs 439 grams.
Each marble weighs 5 grams. How many marbles are in the jar?

5. Sharon uses 72 centimeters of ribbon to wrap gifts. She uses 24 centimeters of her total ribbon to wrap a
big gift. She uses the remaining ribbon for 6 small gifts. How much ribbon will she use for each small gift
if she uses the same amount on each?

6. Six friends equally share the cost of a gift. They pay $90 and receive $42 in change. How much does each
friend pay?

Lesson 18: Solve two-step word problems involving all four operations and assess 81
the reasonableness of solutions.

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 A STORY OF UNITS Lesson 19 Problem Set 3 3

Name Date

1. Use the disks to fill in the blanks in the equations.

a. b.

4 × 3 ones = _______ ones 4 × 3 tens = _______ tens

4 × 3 = _______ 4 × 30 = _______

2. Use the chart to complete the blanks in the equations.

tens ones tens ones

a. 2 × 4 ones = _______ ones b. 2 × 4 tens = _______ tens

2 × 4 = _______ 2 × 40 = _______

tens ones tens ones

c. 3 × 5 ones = _______ ones d. 3 × 5 tens = _______ tens

3 × 5 = _______ 3 × 50 = _______

Lesson 19: Multiply by multiples of 10 using the place value chart. 82

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 A STORY OF UNITS Lesson 19 Problem Set 3 3

tens ones tens ones

e. 4 × 5 ones = _______ ones f. 4 × 5 tens = _______ tens

4 × 5 = _______ 4 × 50 = _______

3. Fill in the blank to make the equation true.

a. _________ = 7 × 2 b. ______ tens = 7 tens × 2

c. _________ = 8 × 3 d. ______ tens = 8 tens × 3

e. _________ = 60 × 5 f. _________ = 4 × 80

g. 7 × 40 = _________ h. 50 × 8 = _________

4. A bus can carry 40 passengers. How many passengers can 6 buses carry? Model with a tape diagram.

Lesson 19: Multiply by multiples of 10 using the place value chart. 83

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 A STORY OF UNITS Lesson 19 Homework 3 3

Name Date

1. Use the disks to complete the blanks in the equations.

a. b.

3 × 3 ones = _______ ones 3 × 3 tens = _______ tens

3 × 3 = _______ 30 × 3 = _______

2. Use the chart to complete the blanks in the equations.

tens ones tens ones

a. 2 × 5 ones = _______ ones b. 2 × 5 tens = _______ tens

2 × 5 = _______ 2 × 50 = _______

tens ones tens ones

c. 5 × 5 ones = _______ ones d. 5 × 5 tens = _______ tens

5 × 5 = _______ 5 × 50 = _______

Lesson 19: Multiply by multiples of 10 using the place value chart. 84

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 A STORY OF UNITS Lesson 19 Homework 3 3

3. Match.

6×2 120

6 tens × 2 21

7×3 12

7 tens × 3 270

70 × 5 210

3 × 90 350

4. Each classroom has 30 desks. What is the total number of desks in 8 classrooms? Model with a tape
diagram.

Lesson 19: Multiply by multiples of 10 using the place value chart. 85

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 A STORY OF UNITS Lesson 20 Problem Set 3 3

Name Date

1. Use the chart to complete the equations. Then, solve. The first one has been done for you.

tens ones tens ones

× 10 × 10

a. (2 × 4) × 10 b. 2 × (4 × 10)

= (8 ones) × 10 = 2 × (4 tens)
80
= _______ = _______

tens ones tens ones

× 10 × 10

c. (3 × 5) × 10 d. 3 × (5 × 10)

= ( _____ ones ) × 10 = 3 × ( ______ tens)

= _______ = _______

Lesson 20: Use place value strategies and the associative property 86
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to
multiply by multiples of 10.
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 A STORY OF UNITS Lesson 20 Problem Set 3 3

2. Place parentheses in the equations to find the related fact. Then, solve. The first one has been done for
you.

2 × 20 = 2 × (2 × 10) 2 × 30 = 2 × (3 × 10)
= (2 × 2) × 10 = (2 × 3) × 10
= 4 × 10 = ______ × 10
= 40 = ______

3 × 30 = 3 × (3 × 10) 2 × 50 = 2 × 5 × 10

= 3 × 3 × 10 = 2 × 5 × 10

= ______ × 10 = ______ × 10

= ______ = ______

3. Gabriella solves 20 × 4 by thinking about 10 × 8. Explain her strategy.

Lesson 20: Use place value strategies and the associative property 87
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to
multiply by multiples of 10.
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 A STORY OF UNITS Lesson 20 Homework 3 3

Name Date

1. Use the chart to complete the equations. Then, solve.

tens ones tens ones

× 10 × 10

a. (2 × 5) × 10 b. 2 × (5 × 10)

= (10 ones) × 10 = 2 × (5 tens)

= _______ = _______

tens ones tens ones

× 10 × 10

c. (4 × 5) × 10 d. 4 × (5 × 10)

= (_____ ones) × 10 = 4 × (____ tens)

= _______ = _______

Lesson 20: Use place value strategies and the associative property 88
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to
multiply by multiples of 10.
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 A STORY OF UNITS Lesson 20 Homework 3 3

2. Solve. Place parentheses in (c) and (d) as needed to find the related fact.

a. 3 × 20 = 3 × (2 × 10) b. 3 × 30 = 3 × (3 × 10)

= (3 × 2) × 10 = (3 × 3) × 10

= 6 × 10 = ______ × 10

= ______ = ______

c. 3 × 40 = 3 × (4 × 10)
d. 3 × 50 = 3 × 5 × 10
= 3 × 4 × 10
= 3 × 5 × 10
= ______ × 10
= ______ × 10
= ______
= ______

3. Danny solves 5 × 20 by thinking about 10 × 10. Explain his strategy.

Lesson 20: Use place value strategies and the associative property 89
n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to
multiply by multiples of 10.
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 A STORY OF UNITS Lesson 21 Problem Set 3 3

Name Date

Use the RDW process to solve each problem. Use a letter to represent the unknown.

1. There are 60 seconds in 1 minute. Use a tape diagram to find the total number of seconds in 5 minutes
and 45 seconds.

2. Lupe saves $30 each month for 4 months. Does she have enough money to buy the art supplies below?
Explain why or why not.

Art Supplies
$142

3. Brad receives 5 cents for each can or bottle he recycles. How many cents does Brad earn if he recycles
48 cans and 32 bottles?

Lesson 21: Solve two-step word problems involving multiplying single-digit 90

factors and multiples of 10.

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 A STORY OF UNITS Lesson 21 Problem Set 3 3

4. A box of 10 markers weighs 105 grams. If the empty box weighs 15 grams, how much does each marker
weigh?

5. Mr. Perez buys 3 sets of cards. Each set comes with 18 striped cards and 12 polka dot cards. He uses
49 cards. How many cards does he have left?

6. Ezra earns $9 an hour working at a book store. She works for 7 hours each day on Mondays and
Wednesdays. How much does Ezra earn each week?

Lesson 21: Solve two-step word problems involving multiplying single-digit 91

factors and multiples of 10.

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 A STORY OF UNITS Lesson 21 Homework 3 3

Name Date

Use the RDW process for each problem. Use a letter to represent the unknown.

1. There are 60 minutes in 1 hour. Use a tape diagram to find the total number of minutes in 6 hours and
15 minutes.

2. Ms. Lemus buys 7 boxes of snacks. Each box has 12 packets of fruit snacks and 18 packets of cashews.
How many snack packets does she buy altogether?

3. Tamara wants to buy a tablet that costs $437. She saves $50 a month for 9 months. Does she have
enough money to buy the tablet? Explain why or why not.

Lesson 21: Solve two-step word problems involving multiplying single-digit 92

factors and multiples of 10.

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 A STORY OF UNITS Lesson 21 Homework 3 3

4. Mr. Ramirez receives 4 sets of books. Each set has 16 fiction books and 14 nonfiction books. He puts
97 books in his library and donates the rest. How many books does he donate?

5. Celia sells calendars for a fundraiser. Each calendar costs $9. She sells 16 calendars to her family
members and 14 calendars to the people in her neighborhood. Her goal is to earn $300. Does Celia reach
her goal? Explain your answer.

6. The video store sells science and history movies for $5 each. How much money does the video store
make if it sells 33 science movies and 57 history movies?

Lesson 21: Solve two-step word problems involving multiplying single-digit 93

factors and multiples of 10.

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
G3-M3-SE-B2-v1.3.0-05.2015
94
Cut Out Packet
 A STORY OF UNITS Lesson 21 Template 3 3

30 × 6 = 9 × 60 = 40 × 2 = 10 × 6 =

70 × 3 = 50 × 6 = 80 × 9 = 20 × 5 =

8 × 30 = 3 × 30 = 5 × 50 = 4 × 40 =

6 × 80 = 70 × 7 = 20 × 7 = 10 × 7 =

90 × 7 = 2 × 60 = 50 × 7 = 80 × 5 =

60 × 6 = 9 × 50 = 30 × 9 = 4 × 80 =

multiples of 10 multiplication cards

Lesson 21: Solve two-step word problems involving multiplying single-digit 1

factors and multiples of 10.

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
G3-M3-Cuts-1.3.0-05.2015