Understanding Multiplication and Grouping

In lesson 3.3, students learn to use a number line for skip counting in multiplication. The lesson covers drawing jumps on a number line to represent equal groups and writing multiplication sentences. Real-world problems, such as Emily's yarn and Bob's party, are used to illustrate these concepts. The lesson concludes with a preview of the next topic, modeling multiplication with diagrams.

What does each jump on a number line represent in skip counting?

• A random number

• An equal group

• A subtraction operation

• A single object

Tags

CCSS.3.OA.A.1

In a multiplication sentence, what does the first number represent?

• The total product

• The number of objects in each group

• The number of equal groups

• The number of jumps

Tags

CCSS.3.OA.A.3

How many feet of yarn does Emily need for three balls if each ball requires six feet?

• 12 feet

• 18 feet

• 24 feet

• 6 feet

Tags

CCSS.3.OA.A.1

If you have five jumps of three on a number line, what is the product?

• 15

• 12

• 8

• 18

Tags

CCSS.1.OA.A.1

What is the result of three jumps of five on a number line?

• 10

• 25

• 15

• 20

Tags

CCSS.3.OA.A.1

How many equal groups are there in the multiplication sentence 3 times 3?

• 1

• 2

• 3

• 4

Tags

CCSS.3.OA.C.7

What is the product of 5 times 2 on a number line?

• 12

• 14

• 10

• 8

Tags

CCSS.3.OA.A.1

What is the product of two jumps of seven on a number line?

• 7

• 14

• 21

• 28

Tags

CCSS.3.OA.A.3

How many days are there in two weeks?

• 10

• 12

• 14

• 16

What is a multiple of both 4 and 5?

• 30

• 25

• 20

• 15