Topic 2 Pre-Assessment

How can you use doubles facts to find 2 x 8?

• You can double 4 because 2 × 8 is like 2 groups of 4; 4 + 4 = 8

• You can double 8 because 2 × 8 is 2 groups of 8; 8 + 8 = 16

• You can double 16 because 2 × 8 is close to 16; 16 + 16 = 32

• You can double 2 because 2 × 8 is 8 groups of 2; 2 + 2 = 4

Answer explanation

• ✅ You can double 8 because 2 × 8 is 2 groups of 8; 8 + 8 = 16
  (Correct — applies the doubles fact for 8)

• ❌ You can double 4 because 2 × 8 is like 2 groups of 4; 4 + 4 = 8
  (Incorrect — doubles 4 instead of 8; gets half the total)

• ❌ You can double 16 because 2 × 8 is close to 16; 16 + 16 = 32
  (Incorrect — doubles the answer instead of a factor)

• ❌ You can double 2 because 2 × 8 is 8 groups of 2; 2 + 2 = 4
  (Incorrect — doubles 2 rather than 8; shows misunderstanding of which number to double)

• Conceptual 2-1

2 x 1 = 2

2 x 2 = 4

2 x 3 = 6

2 x 4 = _

• 10
• 12
• 6
• 8

Answer explanation

Procedural 2-1 (Factors of 2)

Tags

OH.Math.2.OA.3

• 40
• 50
• 35
• 30

Answer explanation

Procedural - Topic 2-1 (Factors of 5)

Tags

CCSS.3.OA.A.3

Look at the table of 9s Facts. Which choice explains the number pattern in the multiples of 9?

• With each new fact, both the tens and ones digits increase by 1.

• With each new fact, the digits switch places.

• With each new fact, the ones digit increases by 1 while the tens digit stays the same.

• With each new fact, the digit in the ones place decreases by 1 and the digit in the tens place increases by 1.

Answer explanation

• ✅ With each new fact from 1 × 9 to 7 × 9, the digit in the ones place decreases by 1 and the digit in the tens place increases by 1.
  (Correct)

• ❌ With each new fact, both the tens and ones digits increase by 1.
  (Misconception — seems logical but doesn’t match the pattern)

• ❌ With each new fact, the digits switch places.
  (Incorrect — plausible if students notice numbers like 18 and 81 but doesn’t match the sequence)

• ❌ With each new fact, the ones digit increases by 1 while the tens digit stays the same.
  (Incorrect — reverses the actual pattern)

Conceptual 2-2

3 x 9 = __

• 27
• 18
• 11

• 21

Answer explanation

Procedural-2.2 (Factors of 9)

Tags

CCSS.3.OA.C.7

Chad had 6 plates. Each plate has 1 apple and 0 grapes. How many apples are there? How many grapes are there?

• 6 apples, 0 grapes
• 6 apples, 6 grapes

• 7 apples, 1 grape

• 0 apples, 6 grapes

Answer explanation

• ✅ 6 apples and 0 grapes
  (Correct — 6 × 1 = 6, 6 × 0 = 0)

• ❌ 6 apples and 6 grapes
  (Misconception — thinks both numbers are multiplied by 6 regardless of the zero)

• ❌ 7 apples and 1 grape
  (Misconception — adds instead of multiplies; assumes multiplication increases by 1)

• ❌ 0 apples and 6 grapes
  (Misconception — reverses the meaning of the numbers; confuses which number is zero)

Conceptual Topic 2-3

4 x 0 = _

• 40

• 1
• 0

• 4

Answer explanation

Procedure 2-3 (Zero Property of Multiplication)

1 x 7 = _

• 7
• 0
• 1
• 8

Answer explanation

Procedure 2-3 (Identity Property of Multiplication)

Tags

CCSS.3.OA.C.7

If you multiply any one-digit number by 10, what do you write in the tens place of the product (answer)?

• A 1 goes in the tens place.

• The number you multiplied by 10.

• A 0 goes in the tens place.

• You write the number after the one-digit number you multiplied.

Answer explanation

• ✅ The number you multiplied by 10
  (Correct — shows understanding of place value shift)

• ❌ A 1 goes in the tens place because you are multiplying by 10
  (Misconception — confuses the “10” with having a 1 in the tens place every time)

• ❌ A 0 goes in the tens place because multiples of 10 always end in 0
  (Misconception — confuses the ones and tens place roles)

• ❌ You write the number after the one-digit number you multiplied
  (Misconception — thinks multiplication means “counting on” rather than scaling)

• Conceptual Topic 2-4

6 X 10 = __

• 70

• 80

• 6

• 60

Answer explanation

Procedural Topic 2-4 (Factors of 10)

Tags

CCSS.3.NBT.A.3