{"id":7271,"date":"2024-01-01T11:42:23","date_gmt":"2024-01-01T06:12:23","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=7271"},"modified":"2024-01-02T14:27:49","modified_gmt":"2024-01-02T08:57:49","slug":"envision-math-common-core-grade-3-answer-key-topic-3","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-3-answer-key-topic-3\/","title":{"rendered":"enVision Math Common Core Grade 3 Answer Key Topic 3 Apply Properties: Multiplication Facts for 3, 4, 6, 7, 8"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 3 Answer Key<\/a>\u00a0Topic 3 Apply Properties: Multiplication Facts for 3, 4, 6, 7, 8<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 3rd Grade Answers Key Topic 3 Apply Properties: Multiplication Facts for 3, 4, 6, 7, 8<\/h2>\n

Essential Question:<\/strong>
\nHow can you use known multiplication facts to solve unknown facts?
\n\"Envision<\/p>\n

enVision STEM Project: Inherited Traits<\/strong>
\nDo Research Some characteristics of organisms are inherited. The traits are passed from generation to generation. In flowers, one of the inherited traits is color. Use the Internet or other sources to make a list of other traits that flowers inherit from their parent plants.<\/p>\n

Journal: Write a Report Include what you found. Also in your report:<\/p>\n

    \n
  • Compare your list of traits with lists of traits other students have made. If there is a trait you do not have, add it to your list.<\/li>\n
  • Draw flowers or animals with similar traits in an array. Show how to break apart the array and use multiplication facts to find the total number.<\/li>\n<\/ul>\n

    Review What You Know
    \n<\/strong>Vocabulary
    \n<\/strong>Choose the best term from the box. Write it on the blank.<\/p>\n

      \n
    • skip counting<\/li>\n
    • The Commutative (Order) Property of Multiplication<\/li>\n
    • The Identity (One) Property of Multiplication<\/li>\n
    • The Zero Property of Multiplication<\/li>\n<\/ul>\n

       <\/p>\n

      Question 1.
      \n________ says that the product of any number and zero is zero.
      \nAnswer:
      \nThe zero property of multiplication\u00a0 says that the product of any number and zero is zero.
      \nExplanation:
      \nThe multiplication property states that the product of any number and zero is zero. It doesn’t matter what the number is, when you multiply it to zero, you get zero as the answer.<\/p>\n

      \"Apply<\/p>\n

      Question 2.
      \n________ says that 1 times any number is that number.
      \nAnswer:
      \nThe Identity (One) Property of Multiplication says that 1 times any number is that number.
      \nExplanation:
      \nThe identity property of 1 says that any number multiplied by 1 keeps its identity. The reason the number stays the same is because multiplying by 1 means we have 1 copy of the number.<\/p>\n

       <\/p>\n

      Question 3.
      \n_________ says that you can multiply factors in any order, and the product stays the same.
      \nAnswer:
      \nThe Commutative (Order) Property of Multiplication says that you can multiply factors in any order, and the product stays the same.
      \nExplanation:
      \nThe math rule that says the order in which we multiply the factors does not change the product is the commutative property.<\/p>\n

       <\/p>\n

       <\/p>\n

      Multiplying Use multiplication to solve.<\/strong><\/p>\n

      Question 4.
      \n10 \u00d7 1 = ________
      \nAnswer:
      \n10 \u00d7 1 = 10.<\/p>\n

      Question 5.
      \n2 \u00d7 10 = _______
      \nAnswer:
      \n2 \u00d7 10 = 20.<\/p>\n

      Question 6.
      \n0 \u00d7 5 = _______
      \nAnswer:
      \n0 \u00d7 5 = 0.<\/p>\n

      Question 7.
      \n9 \u00d7 5 = _______
      \nAnswer:
      \n9 \u00d7 5 = 45.<\/p>\n

      Question 8.
      \n2 \u00d7 7 = _________
      \nAnswer:
      \n2 \u00d7 7 = 14.<\/p>\n

      Question 9.
      \n1 \u00d7 8 = _______
      \nAnswer:
      \n1 \u00d7 8 = 8.<\/p>\n

      Question 10.
      \n5 \u00d7 7 = ?
      \nA. 7 + 5
      \nB. 5 + 7
      \nC. 7 \u00d7 5
      \nD. 7 \u00f7 5
      \nAnswer:
      \n5 \u00d7 7 = 35.<\/p>\n

      Explanation:
      \n5 \u00d7 7 = ?
      \n=> 5 \u00d7 7 = 35.<\/p>\n

       <\/p>\n

       <\/p>\n

      Adding 2-Digit Numbers
      \n<\/strong>Find the sum.
      \nQuestion 11.
      \n16 + 12 = _______
      \nAnswer:
      \n16 + 12 = 28.
      \nExplanation:
      \n16 + 12 = ??
      \nTen’s place: 2+1=3.
      \nOnes place: 6+2=8.<\/p>\n

       <\/p>\n

      Question 12.
      \n21 + 14 = _______
      \nAnswer:
      \n21 + 14 = 35.
      \nExplanation:
      \n21 + 14 = ??
      \nTen’s place: 2+1=3.
      \nOnes place: 1+4=5.<\/p>\n

       <\/p>\n

      Question 13.
      \n24 + 12 = _______
      \nAnswer:
      \n24 + 12 = 36.
      \nExplanation:
      \n24 + 12 = ??
      \nTen’s place: 2+1=3.
      \nOnes place: 4+2=6.<\/p>\n

       <\/p>\n

       <\/p>\n

      Arrays
      \n<\/strong>Question 14.
      \nHow can you represent 3 \u00d7 6 using an array? Draw an array, and explain how to use it to find the product.
      \nAnswer:
      \n3 \u00d7 6 = 18 or Eighteen.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
      \nExplanation:
      \nNumber of rows = 3
      \nNumber of columns = 6
      \nMultiplication:
      \nNumber of rows \u00d7 Number of columns
      \n= 3 \u00d7 6
      \n= 18 or Eighteen.<\/p>\n

       <\/p>\n

       <\/p>\n

      Pick a Project<\/strong><\/p>\n

      PROJECT \u0417\u0410
      \nHow many points can you score?
      \nProject: Make a Basketball Data Display
      \n\"Envision<\/p>\n

      Answer:
      \nIt is\u00a0calculated\u00a0by taking the difference in the score when the player enters the game and subtracting it from the score when the player exits the game. These differences are added up over the entire game to give the score.<\/p>\n

      Explanation:
      \nIt is calculated by taking the difference in the score when the player enters the game and subtracting it from the score when the player exits the game.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      PROJECT 3B
      \nDo you like collecting seashells?
      \nProject: Draw a Shell Array
      \n\"Envision<\/p>\n

      Answer:
      \nYes, I like collecting seashells.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
      \nExplanation:
      \nNumber of rows of shells = 3
      \nNumber of columns of the shells = 2
      \nMultiplication:
      \nNumber of rows of shells \u00d7 Number of columns of the shells
      \n= 3 \u00d7 2
      \n= 6.<\/p>\n

      \"Apply<\/p>\n

      PROJECT 3C
      \nWould you like to run for president?
      \nProject: Write a Presidential Report
      \n\"Envision<\/p>\n

      Answer:
      \nYes, I would like to run for president.<\/p>\n

      Explanation:
      \nWriting a Report on a US President.
      \nGetting Started:<\/strong>
      \nFirst, read about the President you will be writing the report on. Read as much information about the President
      \nas you can find. Try the Internet and the library; try Whitehouse.gov, presidentsusa.net, .ipl.org\/div\/potus\/, an
      \nencyclopedia, books, or even videos.
      \nAs you’re finding out about your President, take notes on key information, such as important dates, critical
      \nevents in the President’s life, people who influenced his life, major world events during his life, etc.<\/p>\n

       <\/p>\n


      \n3-ACT MATH PREVIEW
      \n<\/strong>Math Modeling
      \nThirsty Students
      \n\"Envision
      \nI can .. model with math to solve a problem that involves using multiplication facts and computing<\/p>\n

      <\/h3>\n

      Lesson 3.1 The Distributive Property<\/h3>\n

      Solve & Share<\/strong>
      \nFind two ways to break the array below into two smaller arrays. What multiplication equation can you write for each array? What is the total? Tell how you decided.
      \nI can … break apart unknown facts into known facts and solve multiplication problems.
      \n\"Envision<\/p>\n

      Look Back! Find the total number of items in both of the smaller arrays. Compare their combined total to the total number of items in the one large array. Why are the totals the same even though the arrays are different?
      \nAnswer:
      \nThe totals are the same even though the arrays are different because Distributive law, in mathematics,\u00a0 the law relating the operations of multiplication and addition, stated symbolically, a<\/em>(b<\/em>\u00a0+\u00a0c<\/em>) =\u00a0ab<\/em>\u00a0+\u00a0ac<\/em>; that is, the monomial factor a<\/em> is distributed, or separately applied, to each\u00a0term of the binomial factor b<\/em>\u00a0+\u00a0c<\/em>, resulting in the product\u00a0ab<\/em>\u00a0+\u00a0ac<\/em>.<\/p>\n

      Explanation:
      \nArray:1:
      \nNumber of Rows = 4 or Four.
      \nNumber of columns = 5 or Five.
      \nNumber of items = Number of Rows \u00d7 Number of columns
      \n= 4 \u00d7 5
      \n= 20 or Twenty.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Array:2:
      \nNumber of Rows = 5 or Five.
      \nNumber of columns = 4 or Four.
      \nNumber of items = Number of Rows \u00d7 Number of columns
      \n= 5 \u00d7 4
      \n= 20 or Twenty.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Essential Question<\/strong>
      \nHow Can You Break Up a Multiplication Fact?
      \nAnswer:
      \nYou can Break Up a Multiplication Fact using distributive property for multiplication.<\/p>\n

      Explanation:
      \nTo \u201cdistribute\u201d means to divide something or give a share or part of something. According to the distributive property, multiplying the sum of two or more addends by a number will give the same result as multiplying each addend individually by the number and then adding the products together.<\/p>\n


      \nVisual Learning Bridge<\/strong>
      \nMaria wants to set up 7 rows of 4 chairs for a meeting. She wants to know how many chairs she needs but does not know the product of 7 4.
      \n\"Envision<\/p>\n

      What You Think
      \nMaria thinks of 7 rows of 4 chairs as 5 rows of 4 chairs and another 2 rows of 4 chairs.
      \n\"Envision<\/p>\n

      What You Write
      \nThe Distributive Property says that a multiplication fact can be broken apart into the sum of two other multiplication facts.
      \nMaria knows the two new facts.
      \n7 \u00d7 4 = (5 \u00d7 4) + (2 \u00d7 4)
      \n7 \u00d7 4 = 20 + 8
      \n7 \u00d7 4 = 28
      \nSo, 7 \u00d7 4 = 28.
      \nMaria needs 28 chairs.<\/p>\n

      Convince Me! Use Structure What are two ways that Maria could break up the array for 7 \u00d7 4? Draw a picture of the two new arrays and write the new facts.
      \nAnswer:
      \nThe new facts are :
      \nWay:1:
      \n7 \u00d7 4 = (4 \u00d7 4) + (3 \u00d7 4)
      \n7 \u00d7 4 = 16 + 12
      \n7 \u00d7 4 = 28
      \nSo, 7 \u00d7 4 = 28.
      \nWay:2:
      \n7 \u00d7 4 = (6 \u00d7 4) + (1 \u00d7 4)
      \n7 \u00d7 4 = 24 + 4
      \n7 \u00d7 4 = 28
      \nSo, 7 \u00d7 4 = 28.<\/p>\n

      Explanation:
      \nWay:1:
      \n7 \u00d7 4 = (4 \u00d7 4) + (3 \u00d7 4)
      \n7 \u00d7 4 = 16 + 12
      \n7 \u00d7 4 = 28
      \nSo, 7 \u00d7 4 = 28.
      \nMaria needs 28 chairs.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Way:2:
      \n7 \u00d7 4 = (6 \u00d7 4) + (1 \u00d7 4)
      \n7 \u00d7 4 = 24 + 4
      \n7 \u00d7 4 = 28
      \nSo, 7 \u00d7 4 = 28.
      \nMaria needs 28 chairs.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nRafael broke up an array for 6×3 into two new arrays. Both of his new arrays are the same. What were the two arrays?
      \nAnswer:
      \nThe two arrays are :
      \nWay:1:
      \n6 \u00d7 3 = (5 \u00d7 3) + (1 \u00d7 3)
      \n6 \u00d7 3 = 15 + 3
      \n6 \u00d7 3 = 18
      \nSo, 6 \u00d7 3 = 18.<\/p>\n

      Way:2:
      \n6 \u00d7 3 = (4 \u00d7 3) + (2 \u00d7 3)
      \n6 \u00d7 3 = 12 + 6
      \n6 \u00d7 3 = 18
      \nSo, 6 \u00d7 3 = 18.<\/p>\n

      Explanation:
      \nThe two arrays are :
      \nWay:1:
      \n6 \u00d7 3 = (5 \u00d7 3) + (1 \u00d7 3)
      \n6 \u00d7 3 = 15 + 3
      \n6 \u00d7 3 = 18
      \nSo, 6 \u00d7 3 = 18.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Way:2:
      \n6 \u00d7 3 = (4 \u00d7 3) + (2 \u00d7 3)
      \n6 \u00d7 3 = 12 + 6
      \n6 \u00d7 3 = 18
      \nSo, 6 \u00d7 3 = 18.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

      Question 2.
      \nAnn broke up a large array into two smaller arrays. The two smaller arrays show 1 \u00d7 8 and 4 \u00d7 8. What was the large array that Ann started with?
      \nAnswer:
      \nThe large array that Ann started with :
      \n5 \u00d7 8 = 40
      \nSo, 5 \u00d7 8 = 40..<\/p>\n

      Explanation:
      \nThe large array that Ann started with :
      \n5 \u00d7 8 = (5 \u00d7 8)
      \n5 \u00d7 8 = 40.
      \nSo, 5 \u00d7 8 = 40.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nIn 3 and 4, use the smaller arrays and the Distributive Property to find each missing factor. You may use counters to help
      \nQuestion 3.
      \n\"Envision
      \nAnswer:
      \n__4__ \u00d7 8 = (__2__ \u00d7 8) + (2 \u00d7 8)
      \n4 \u00d7 8 = 16 + 16
      \n4 \u00d7 8 = 32.<\/p>\n

      Explanation:
      \n\"Envision
      \n4 \u00d7 8 = (2 \u00d7 8) + (2 \u00d7 8)
      \n4 \u00d7 8 = 16 + 16
      \n4 \u00d7 8 = 32.
      \nSo, 4 \u00d7 8 = 32.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 4.
      \n\"Envision
      \nAnswer:
      \n__3__ \u00d7 __5__ = (__2__ \u00d7 5) + (1 \u00d7 __5__)
      \n3 \u00d7 5 = 10 + 5
      \n3 \u00d7 5 = 15.<\/p>\n

      Explanation:
      \n\"Envision
      \n3 \u00d7 5 = (2 \u00d7 5) + (1 \u00d7 5)
      \n3 \u00d7 5 = 10 + 5
      \n3 \u00d7 5 = 15.
      \nSo, 3 \u00d7 5 = 15.<\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>In 5 and 6, separate the rows in the large array into two smaller arrays. Write the new facts.
      \nQuestion 5.
      \n\"Envision
      \nAnswer:
      \n4 \u00d7 5 = ( __2__ \u00d7 __5__) + ( __2__ \u00d7 __5__)
      \n4 \u00d7 5 = 10 + 10
      \n4 \u00d7 5 = 20.<\/p>\n

      Explanation:
      \n\"Envision
      \n4 \u00d7 5 = ( 2 \u00d7 5) + ( 2 \u00d7 5)
      \n4 \u00d7 5 = 10 + 10
      \n4 \u00d7 5 = 20.
      \nSo, 4 \u00d7 5 = 20.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 6.
      \n\"Envision
      \nAnswer:
      \n5 \u00d7 6 = (__3__ \u00d7 __6__) + ( __2__ \u00d7 __6__)
      \n5 \u00d7 6 = 18 + 12
      \n5 \u00d7 6 = 30.<\/p>\n

      Explanation:
      \n\"Envision
      \n5 \u00d7 6 = (3 \u00d7 6) + ( 2 \u00d7 6)
      \n5 \u00d7 6 = 18 + 12
      \n5 \u00d7 6 = 30.
      \nSo, 5 \u00d7 6 = 30.<\/p>\n

      In 7-10, use the Distributive Property to find each missing factor. Use counters and arrays to help.<\/p>\n

      \"Apply
      \nQuestion 7.
      \n6 \u00d7 8 = (4 \u00d7 _____) +(2 \u00d7 8)
      \nAnswer:
      \n6 \u00d7 8 = (4 \u00d7 ___8____) +(2 \u00d7 8)
      \n6 \u00d7 8 = 32 + 16
      \n6 \u00d7 8 = 48.<\/p>\n

      Explanation:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
      \n6 \u00d7 8 = (4 \u00d7 8) +\u00a0 (2 \u00d7 8)
      \n6 \u00d7 8 = 32 + 16
      \n6 \u00d7 8 = 48.
      \nSo, 6 \u00d7 8 = 48.<\/p>\n

       <\/p>\n

      Question 8.
      \n10 \u00d7 3= (____ \u00d7 3) + (2 \u00d7 3)
      \nAnswer:
      \n10 \u00d7 3= (__8__ \u00d7 3) + (2 \u00d7 3)
      \n10 \u00d7 3 = 24 + 6
      \n10 \u00d7 3 = 30.<\/p>\n

      Explanation:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
      \n10 \u00d7 3 = (__8__ \u00d7 3) + (2 \u00d7 3)
      \n10 \u00d7 3 = 24 + 6
      \n10 \u00d7 3 = 30.
      \nSo, 10 \u00d7 3 = 30.<\/p>\n

       <\/p>\n

      Question 9.
      \n(_____ \u00d7 7) = (3 \u00d7 7) + (2 \u00d7 _____)
      \nAnswer:
      \n(___5__ \u00d7 7) = (3 \u00d7 7) + (2 \u00d7 __7___)
      \n5 \u00d7 7 = 21 + 14
      \n5 \u00d7 7 = 35.<\/p>\n

      Explanation:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
      \n5 \u00d7 7 = (3 \u00d7 7) + (2 \u00d7 7)
      \n5 \u00d7 7 = 21 + 14
      \n5 \u00d7 7 = 35.
      \nSo, 5 \u00d7 7 = 35.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 10.
      \n(8 \u00d7 _____) = (_____ \u00d7 8) + (4 \u00d7 8)
      \nAnswer:
      \n(8 \u00d7 __8___) = (___4__ \u00d7 8) + (4 \u00d7 8)
      \n(8 \u00d7 8 ) = 32 + 32
      \n(8 \u00d7 8 ) = 64.<\/p>\n

      Explanation:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
      \n(8 \u00d7 8 ) = (4 \u00d7 8) + (4 \u00d7 8)
      \n(8 \u00d7 8 ) = 32 + 32
      \n(8 \u00d7 8 ) = 64.
      \nSo, (8 \u00d7 8 ) = 64.<\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>Question 11.
      \nPaige bakes 5 cupcakes. She puts 7 jelly beans on each cupcake. How many jelly beans does Paige need? Use the bar diagram to help write an equation.
      \n\"Envision
      \nAnswer:
      \nTotal number of jelly beans she needs = 35 or Thirty Five.
      \nExplanation:
      \nNumber of cupcakes Paige bakes = 5 or Five.
      \nNumber of jelly beans on each cupcake she puts = 7 or Seven.
      \nTotal number of jelly beans she needs = Number of cupcakes Paige bakes \u00d7 Number of jelly beans on each cupcake she puts
      \n= 5 \u00d7 7
      \n= 35 or Thirty Five.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

      Question 12.
      \nCritique Reasoning<\/strong>
      \nFred wants to separate the rows of the array below into a 2 \u00d7 4 array and a 3 \u00d7 4 array. Can Fred do this? Explain.
      \n\"Envision
      \nAnswer:
      \nNo, Fred cannot separate the rows of the array below into a 2 \u00d7 4 array and a 3 \u00d7 4 array because number of rows are four yet number of columns are 4 not five.<\/p>\n

      Explanation:
      \n\"Envision
      \nNo, Fred cannot separate the rows of the array below into a 2 \u00d7 4 array and a 3 \u00d7 4 array because number of rows are four yet number of columns are 4 not five. He can separate into 2 \u00d7 4 array\u00a0 and 2 \u00d7 4 array\u00a0 yet not 2 \u00d7 4 array\u00a0 and 3\u00a0\u00d7 4 array .<\/p>\n

       <\/p>\n

      Question 13.
      \nLane uses counters to make a 4 \u00d7 7 array and a 1 \u00d7 7 array. What size array can he make using all of these counters?
      \nAnswer:
      \nThe two arrays given = 4 \u00d7 7 and 1\u00a0\u00d7 7.
      \n=> (4+1) \u00a0\u00d7 7
      \n=> 5 \u00a0\u00d7 7.
      \nThe size array he make using all of these counters = 5 \u00a0\u00d7 7.<\/p>\n

      Explanation:
      \nThe two arrays given = 4 \u00d7 7 and 1\u00a0\u00d7 7.
      \n=> (4+1) \u00a0\u00d7 7
      \n=> 5 \u00a0\u00d7 7.
      \nThe size array he make using all of these counters = 5 \u00a0\u00d7 7.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

      \"Apply<\/p>\n

      Question 14.
      \nGavin had $75 on Monday. On Tuesday, he spent $23. Then he spent $14 on Wednesday. How much money does Gavin have left?
      \nAnswer:
      \nAmount Gavin has left = $38.<\/p>\n

      Explanation:
      \nTotal amount Gavin has on Monday = $75.
      \nAmount Gavin spent on Tuesday = $23.
      \nAmount Gavin spent on Wednesday = $14
      \nAmount Gavin has left = Total amount Gavin has on Monday – ( Amount Gavin spent on Tuesday + Amount Gavin spent on Wednesday )
      \n= $75 – ($23 + $14)
      \n= $75 – $37
      \n= $38.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 15.
      \nVocabulary
      \n<\/strong> Explain how you can use the Distributive Property to solve 9 \u00d7 6.
      \nAnswer:
      \n9 \u00d7 6 = (5 \u00d7 6) + (4 \u00d7 6).
      \nTo \u201cdistribute\u201d means to divide something or give a share or part of something. According to the distributive property, multiplying the sum of two or more addends by a number will give the same result as multiplying each addend individually by the number and then adding the products together.<\/p>\n

      Explanation:
      \nTo \u201cdistribute\u201d means to divide something or give a share or part of something. According to the distributive property, multiplying the sum of two or more addends by a number will give the same result as multiplying each addend individually by the number and then adding the products together.
      \n9 \u00d7 6 = (5 \u00d7 6) + (4 \u00d7 6).<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 16.
      \nHigher Order Thinking
      \n<\/strong> How can you use 3 \u00d7 5 = 15 to help find 6 \u00d7 5?
      \nAnswer:
      \n6 \u00d7 5 = (3 \u00d7 5) + (3\u00a0\u00d7 5)
      \n6 \u00d7 5 = 15 + 15
      \n6 \u00d7 5 = 30.
      \nSo, 6 \u00d7 5 = 30.<\/p>\n

      Explanation:
      \nWe can use 3 \u00d7 5 = 15 to help find 6 \u00d7 5 by distributive property.
      \n6 \u00d7 5 = (3 \u00d7 5) + (3\u00a0\u00d7 5)
      \n6 \u00d7 5 = 15 + 15
      \n6 \u00d7 5 = 30.
      \nSo, 6 \u00d7 5 = 30.<\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 17.
      \nUsing the Distributive Property, which of the following expressions are equivalent to 7 \u00d7 7? Select all that apply.
      \n\u2610 (7 \u00d7 7) + (7 \u00d7 7)
      \n\u2610 (5 \u00d7 7) + (2 \u00d7 7)
      \n\u2610 (2 \u00d7 7) + (5 \u00d7 7)
      \n\u2610 (7 \u00d7 7) + (1 \u00d7 7)
      \n\u2610 (7 \u00d7 7) + (2 \u00d7 7)
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \nExpressions equivalent to 7 \u00d7 7 are as below:
      \n7 \u00d7 7 = (4 \u00d7 7)+ (3\u00a0\u00d7 7)
      \n7 \u00d7 7 = (2 \u00d7 7)+ (5 \u00d7 7)
      \n7 \u00d7 7 = (6 \u00d7 7)+ (1 \u00d7 7)
      \n7 \u00d7 7 = (5 \u00d7 7)+ (2 \u00d7 7)
      \n7 \u00d7 7 = (3 \u00d7 7)+ (4 \u00d7 7)
      \n7 \u00d7 7 = (1 \u00d7 7)+ (6 \u00d7 7)<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 18.
      \nAn equation is shown. Select all the ways you can use the Distributive Property to find the missing factors. 7 \u00d7 3 = ( \u00d7 3) + ( \u00d7 3)
      \n\u2610 7 \u00d7 3 = (5 \u00d7 3) + (2 \u00d7 3)
      \n\u2610 7 \u00d7 3 = (2 \u00d7 3) + (5 \u00d7 3)
      \n\u2610 \u00d7 3 = (7 \u00d7 3) + (1 \u00d7 3)
      \n\u2610 \u00d7 3 = (1 \u00d7 3) + (6 \u00d7 3)
      \n\u2610 \u00d7 3 = (6 \u00d7 3) + (1 \u00d7 3)
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \nAll the ways you can use the Distributive Property to find the missing factors:
      \n7 \u00d7 3 = ( 5 \u00d7 3) + ( 2 \u00d7 3)
      \n7 \u00d7 3 = ( 2 \u00d7 3) + ( 5 \u00d7 3)
      \n7 \u00d7 3 = ( 1 \u00d7 3) + ( 6 \u00d7 3)
      \n7 \u00d7 3 = ( 6 \u00d7 3) + ( 1 \u00d7 3)
      \n7 \u00d7 3 = ( 4 \u00d7 3) + ( 3 \u00d7 3)
      \n7 \u00d7 3 = ( 3 \u00d7 3) + ( 4 \u00d7 3)<\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 3.2 Apply Properties: 3 and 4 as Factors<\/h3>\n

      Solve & Share<\/strong>
      \nThere are 3 rows of pictures on a wall. Each row has 7 pictures. How many pictures are on the wall?
      \nI can … use tools and properties strategically to solve problems when I multiply by 3 or 4.
      \n\"Envision<\/p>\n

      Look Back! How can you use what you know about multiplication facts for 1s facts and 2s facts to solve multiplication facts for 3s facts?
      \nAnswer:
      \nNumber of rows of Pictures = 3 or Three.
      \nNumber of Pictures in each row = 7 or Seven.
      \nNumber of pictures are on the wall = Number of rows of Pictures\u00a0 \u00d7 Number of Pictures in each row
      \n= 3 \u00d7 7
      \n= 21.<\/p>\n

      Explanation:
      \nNumber of rows of Pictures = 3 or Three.
      \nNumber of Pictures in each row = 7 or Seven.
      \nNumber of pictures are on the wall = Number of rows of Pictures\u00a0 \u00d7 Number of Pictures in each row
      \n= 3 \u00d7 7
      \n= 21.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n


      \nEssential Question<\/strong>
      \nHow Can You Break Apart Arrays to Multiply with 3?
      \nAnswer:
      \nYou can break Arrays to Multiply with 3 are:
      \n3 = 1 + 2
      \n3 = 2 + 1<\/p>\n

      Explanation: You can break Arrays to Multiply with 3 are:
      \n3 = 1 + 2
      \n3 = 2 + 1<\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nThe Park District has canoes stored in 3 rows. There are 6 canoes in each row. What is the total number of canoes stored?
      \n\"Envision<\/p>\n

      What You Show
      \nFind 3 \u00d7 6.
      \n\"Envision<\/p>\n

      What You Think
      \n3 \u00d7 6 is 3 rows of 6. That is 2 sixes plus 1 more six.
      \n2 sixes are 12. 1 six is 6.
      \n12 + 6 = 18
      \n3 \u00d7 6 = 18
      \nThere are 18 canoes.<\/p>\n

      Convince Me! Use Structure Suppose there were 7 canoes in each of 3 rows. How can 2 \u00d7 7 = 14 help you find the total number of canoes?<\/p>\n

      Answer:
      \nThe total number of canoes = Number of rows of canons + Number of canons in each row
      \n= 3 \u00d7 7
      \n= (2 \u00d7 7) + (1\u00a0\u00d7 7)
      \n= 14 + 7
      \n= 21.<\/p>\n

      Explanation:
      \nNumber of rows of canons = 3 or Three.
      \nNumber of canons in each row = 7 or Seven.
      \nThe total number of canoes = Number of rows of canons + Number of canons in each row
      \n= 3 \u00d7 7
      \n= (2 \u00d7 7) + (1\u00a0\u00d7 7)
      \n= 14 + 7
      \n= 21.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Another Example !<\/strong>
      \nFind 4 \u00d7 7.
      \n\"Envision<\/p>\n

      What You Think
      \n4 \u00d7 7 is 4 rows of 7.
      \nThat is 2 sevens plus 2 sevens. 2 sevens are 14.
      \n14 + 14 = 28
      \nSo, 4 \u00d7 7 = 28<\/p>\n

      \"Apply<\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nBesides using a 2s fact and doubling it, what is another way to break apart 4 \u00d7 7 using facts you already know?
      \nAnswer:
      \nAnother ways to break 4 \u00d7 7 using facts known by me:
      \n4 \u00d7 7 = (1 \u00d7 7) + (3\u00a0\u00d7 7)
      \n4 \u00d7 7 = (3 \u00d7 7) + (1\u00a0\u00d7 7 )<\/p>\n

      Explanation:
      \nAnother ways to break 4 \u00d7 7 using facts known by me:
      \n4 \u00d7 7 = (1 \u00d7 7) + (3\u00a0\u00d7 7)
      \n4 \u00d7 7 = (3 \u00d7 7) + (1\u00a0\u00d7 7 )<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 2.
      \nSelena arranged 3 rows of plants in her garden. She put 9 plants in each row. How many plants did Selena arrange?
      \nAnswer:
      \nNumber of plants Selena arrange = 27 or Twenty Seven.<\/p>\n

      Explanation:
      \nNumber of Rows of plants = 3 or Three.
      \nNumber of plants in each row = 9 or Nine.
      \nNumber of plants Selena arrange = Number of Rows of plants \u00d7 Number of plants in each row
      \n= 3 \u00d7 9
      \n= 27 or Twenty Seven.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nIn 3-8, multiply. You may use counters or pictures to help.
      \nQuestion 3.
      \n3 \u00d7 10 = ______
      \nAnswer:
      \n3 \u00d7 10 = __30__.<\/p>\n

      Explanation:
      \n3 \u00d7 10 = 30.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 4.
      \n______ = 5 \u00d7 4
      \nAnswer:
      \n___20___ = 5 \u00d7 4.<\/p>\n

      Explanation:
      \n5 \u00d7 4 = 20.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 5.
      \n______ = 3 \u00d7 8
      \nAnswer:
      \n__24____ = 3 \u00d7 8.<\/p>\n

      Explanation:
      \n3 \u00d7 8 = 24.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 6.
      \n1 \u00d7 4 = ______
      \nAnswer:
      \n1 \u00d7 4 = __4___.
      \nExplanation:
      \n1 \u00d7 4 = ______.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 7.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
      \nExplanation:
      \n3 \u00d7 7 = 21.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

      Question 8.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
      \nExplanation:
      \n10 \u00d7 4 = 40.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice<\/strong><\/p>\n

      Leveled Practice In 9-13, multiply. You may use counters or pictures to help.
      \nQuestion 9.
      \nFind 3 \u00d7 4.
      \n\"Envision
      \nSo, 3 \u00d7 4 = _______
      \nAnswer:
      \nSo, 3 \u00d7 4 = ___12____.<\/p>\n

      Explanation:
      \n\"Envision
      \n3 \u00d7 4 = (2 \u00d7 4) + (1 \u00d7 4)
      \n3 \u00d7 4 = 8 + 4
      \n3 \u00d7 4 = 12.
      \nSo, 3 \u00d7 4 = 12.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 10.
      \nFind 4 \u00d7 9.
      \n\"Envision
      \nSo, 4 \u00d7 9 = ________
      \nAnswer:
      \nSo, 4 \u00d7 9 = ____36____.<\/p>\n

      Explanation:
      \n\"Envision<\/p>\n

       <\/p>\n

      4 \u00d7 9 = (2 \u00d7 9) + (2 \u00d7 9)
      \n4 \u00d7 9 = 18 + 18
      \n4 \u00d7 9 = 36.
      \nSo, 4 \u00d7 9 = 36.<\/p>\n

      \"Apply<\/p>\n

      Question 11.
      \n7 \u00d7 3 = _______
      \nAnswer:
      \n7 \u00d7 3 = ____21___.
      \nExplanation:
      \n7 \u00d7 3 = 21.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

      Question 12.
      \n_____ = 4 \u00d7 3
      \nAnswer:
      \n__12___ = 4 \u00d7 3.
      \nExplanation:
      \n__12___ = 4 \u00d7 3.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 13.
      \n10 \u00d7 3 = ______
      \nAnswer:
      \n10 \u00d7 3 = __30___.
      \nExplanation:
      \n10 \u00d7 3 = __30____.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>Question 14.
      \nMake Sense and Persevere James needs to buy supplies for his trail walk. What is the total number of cereal bars James needs to buy? Explain how you used the table to find the answer.
      \n\"Envision
      \nAnswer:
      \nNumber of Cereal bars James needed = 4 or Four.
      \nThe tables is used in knowing the number of packages needed James needed for trial walk supplies.<\/p>\n

      Explanation:
      \nNumber of Cereal bars James needed = 4 or Four.
      \nThe tables is used in collecting data of cereal bars. It helps in knowing the number of packages needed James needed for trial walk supplies.<\/p>\n

       <\/p>\n

      Question 15.
      \nHow many more apples than juice drinks does James need? Show how you found the answer.
      \nAnswer:
      \nNumber of more apples than juice drinks does James need = 5 or Five.<\/p>\n

      Explanation:
      \nNumber of Apples James needed = 8 or Eight.
      \nNumber of juice drinks James needed =3 or Three.
      \nNumber of more apples than juice drinks does James need = Number of juice drinks James needed – Number of Apples James needed
      \n= 8 – 3
      \n= 5 or Five.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 16.
      \nAllison bought 10 packages of energy bars. Each package contains 6 bars. Allison says she has a total of 65 energy bars. Is her answer reasonable? Why or why not?
      \nAnswer:
      \nHer answer is not reasonable because the total number of energy bars Allison bought = 60 or Sixty not 65.<\/p>\n

      Explanation:
      \nNumber of packages of energy bars Allison bought = 10 or Ten.
      \nNumber of bars each package contains = 6 or Six.
      \nTotal number of energy bars = Number of packages of energy bars Allison bought\u00a0 \u00d7 Number of bars each package contains
      \n= 10 \u00d7 6
      \n= 60 or Sixty.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 17.
      \nHigher Order Thinking<\/strong> What two multiplication facts can help you find 3 \u00d7 9? How could you use 3 \u00d7 9 to find 9 \u00d7 3?
      \nAnswer:
      \nFirst multiplication fact:
      \n3 \u00d7 9 = (2 \u00d7 9) + (1\u00a0\u00d7 9)
      \n3 \u00d7 9 = 18 + 9
      \n3 \u00d7 9 = 27.
      \nSecond multiplication fact:
      \n3 \u00d7 9 = (1 \u00d7 9) + (2 \u00d7 9)
      \n3 \u00d7 9 = 9 + 18
      \n3 \u00d7 9 = 27.
      \nYou cannot use 3 \u00d7 9\u00a0 for finding 9 \u00d7 3 because number of rows and number of items it , does not match.<\/p>\n

      Explanation:
      \nFirst multiplication fact:
      \n3 \u00d7 9 = (2 \u00d7 9) + (1\u00a0\u00d7 9)
      \n3 \u00d7 9 = 18 + 9
      \n3 \u00d7 9 = 27.
      \nSo, 3 \u00d7 9 = 27.
      \nSecond multiplication fact:
      \n3 \u00d7 9 = (1 \u00d7 9) + (2 \u00d7 9)
      \n3 \u00d7 9 = 9 + 18
      \n3 \u00d7 9 = 27.
      \nSo, 3 \u00d7 9 = 27.<\/p>\n

       <\/p>\n

       <\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 18.
      \nBess has 6 boxes of candles. There are 4 candles in each box. Which equation can be used to find the number of candles Bess has?
      \n\"Envision
      \nA. (3 \u00d7 4) + (3 \u00d7 4) = ?
      \nB. (6 \u00d7 2) + (6 \u00d7 6) = ?
      \nC. (6 \u00d7 2) + (3 \u00d7 2) = ?
      \nD. (2 \u00d7 2) + (6 \u00d7 6) = ?
      \nAnswer:
      \nTotal number of candles Bess has = 24 or Twenty Four.
      \nA. (3 \u00d7 4) + (3 \u00d7 4) = 12 + 12 = 24 can be used to find the number of candles Bess has.<\/p>\n

      Explanation:
      \nNumber of boxes of candles Bess has = 6 or Six.
      \nNumber of\u00a0 candles each box has = 4 or Four.
      \nTotal number of candles Bess has = Number of boxes of candles Bess has \u00d7 Number of\u00a0 candles each box has
      \n= 6 \u00d7 4
      \n= (3 \u00d7 4) + (3 \u00d7 4)
      \n= 12 + 12
      \n= 24 or Twenty Four.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 19.
      \nWhich of the following shows one way to use the Distributive Property to find 9 \u00d7 3?
      \nA. (3 \u00d7 2) + (3 \u00d7 1)
      \nB. (9 \u00d7 2) + (9 \u00d7 1)
      \nC. (9 \u00d7 2) + (3 \u00d7 2)
      \nD. (9 + 2) \u00d7 (9 + 1)
      \nAnswer:
      \nB. (9 \u00d7 2) + (9 \u00d7 1) shows one way to use the Distributive Property to find 9 \u00d7 3.<\/p>\n

      Explanation:
      \n9 \u00d7 3 = ??
      \n9 \u00d7 3 = (9 \u00d7 2) + (9 \u00d7 1)
      \n9 \u00d7 3 = 18 + 9
      \n9 \u00d7 3 = 27.
      \nSo, 9 \u00d7 3 = 27.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 3.3 Apply Properties: 6 and 7 as Factors<\/h3>\n

      Solve & Share<\/strong>
      \nStudents set up 6 rows of seats for a music concert. They put 6 seats in each row. What is the total number of seats?
      \nI can … make and use models to solve multiplication problems that have 6 and 7 as factors.
      \n\"Envision
      \nAnswer:
      \nTotal number of seats = 36 or Thirty Six.<\/p>\n

      Explanation:
      \nNumber of rows of seats Students set up for a music concert = 6 or Six.
      \nNumber of seats in each row Students set up for a music concert = 6 or Six.
      \nTotal number of seats = Number of rows of seats Students set up for a music concert\u00a0 \u00d7 Number of seats in each row Students set up for a music concert
      \n= 6 \u00d7 6
      \n= 36 or Thirty Six.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Essential Question<\/strong>
      \nHow Can You Break Apart Arrays to Multiply?
      \nAnswer:
      \nYou can break apart Arrays to multiply by using the Distributive Property.<\/p>\n

      Explanation:
      \nYes, you can Break Apart Arrays to Multiply. It says that you can break apart a multiplication fact into the sum of two other multiplication facts.<\/p>\n

       <\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nThe members of the band march in 6 equal rows. There are 8 band members in each row. How many are in the band?
      \n\"Envision<\/p>\n

      What You Show
      \nFind 6 \u00d7 8.
      \nUse 5s facts and 1s facts.
      \nMake an array for each multiplication sentence.
      \n\"Envision<\/p>\n

      What You Think
      \n6 \u00d7 8 is 6 rows of 8. That is 5 eights plus 1 more eight.
      \n5 eights are 40.
      \n8 more is 48.
      \n40 + 8 = 48
      \nSo, 6 \u00d7 8 = 48.
      \nThe band has 48 members.<\/p>\n

      Convince Me! Use Structure Use a 5s fact and a 1s fact to find 6 x 9. Draw two arrays. Explain your drawings.<\/p>\n

      Another\u200c \u200cExample\u200c \u200c!\u200c \u200c<\/strong>
      \nFind\u200c \u200c7\u200c \u200c\u00d7\u200c \u200c8.\u200c \u200c
      \nUse\u200c \u200c5s\u200c \u200cfacts\u200c \u200cand\u200c \u200c2s\u200c \u200cfacts\u200c \u200cto\u200c \u200chelp\u200c \u200cmultiply\u200c \u200cby\u200c \u200c7.\u200c \u200c
      \n\"Envision
      \n7\u200c \u200c\u00d7\u200c \u200c8\u200c \u200cequals\u200c \u200c7\u200c \u200crows\u200c \u200cof\u200c \u200c8.\u200c \u200c
      \nThat\u200c \u200cis\u200c \u200c5\u200c \u200ceights\u200c \u200cplus\u200c \u200c2\u200c \u200ceights.\u200c
      \n\u200c5\u200c \u200ceights\u200c \u200care\u200c \u200c40.\u200c \u200c
      \n2\u200c \u200ceights\u200c \u200care\u200c \u200c16.\u200c \u200c
      \n40+\u200c \u200c16\u200c \u200c =\u200c \u200c56\u200c \u200c
      \nSo,\u200c \u200c7\u200c \u200c\u00d7\u200c \u200c8\u200c \u200c=\u200c \u200c56.\u200c \u200c<\/p>\n

       <\/p>\n

      Guided\u200c \u200cPractice\u200c \u200c<\/strong><\/p>\n

      Do\u200c \u200cYou\u200c \u200cUnderstand?\u200c \u200c<\/strong>
      \nQuestion 1.\u200c
      \n\u200cThe\u200c \u200cstudents\u200c \u200cwho\u200c \u200care\u200c \u200cgraduating\u200c \u200care\u200c \u200c standing\u200c \u200cin\u200c \u200c7\u200c \u200cequal\u200c \u200crows.\u200c \u200cThere\u200c \u200care\u200c \u200c9\u200c \u200cstudents\u200c \u200cin\u200c \u200ceach\u200c \u200crow.\u200c \u200cHow\u200c \u200cmany\u200c \u200cstudents\u200c \u200care\u200c \u200cgraduating?\u200c \u200cUse\u200c \u200ca\u200c \u200c5s\u200c \u200cfact\u200c \u200cand\u200c \u200ca\u200c \u200c2s\u200c \u200cfact.\u200c \u200c
      \nAnswer:
      \nTotal number of students\u200c \u200care\u200c \u200cgraduating = 63 or Sixty Three.<\/p>\n

      Explanation:
      \nNumber of rows students\u200c \u200cwho\u200c \u200care\u200c \u200cgraduating\u200c \u200care\u200c \u200cstanding\u200c \u200cin\u200c \u200c= 7\u200c \u200cor Seven.
      \nNumber of students in each row = 9 or nine.
      \nTotal number of students\u200c \u200care\u200c \u200cgraduating = Number of rows students\u200c \u200cwho\u200c \u200care\u200c \u200cgraduating\u200c \u200care\u200c \u200cstanding\u200c \u200cin\u200c \u00d7 Number of students in each row
      \n= 7 \u00d7 9
      \n= (5 \u00d7 9) + ( 2 \u00d7 9)
      \n= 45 + 18
      \n= 63 or Sixty Three.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 2.\u200c
      \nChrissy\u200c \u200cbakes\u200c \u200c3\u200c \u200ccherry\u200c \u200cpies.\u200c \u200cShe\u200c \u200ccuts\u200c\u00a0 each\u200c \u200cpie\u200c \u200cinto\u200c \u200c6\u200c \u200cslices.\u200c \u200cHow\u200c \u200cmany\u200c \u200cslices\u200c \u200cdoes\u200c \u200cChrissy\u200c \u200chave?\u200c \u200c
      \nAnswer:
      \nNumber of slices Chrissy has = 18 or Eighteen.<\/p>\n

      Explanation:
      \nNumber of cherry pies Chrissy\u200c \u200cbakes\u200c \u200c= 3\u200c \u200cor Three.
      \nNumber of slices she cuts each pie = 6 or Six.
      \nNumber of slices Chrissy has = Number of cherry pies Chrissy\u200c \u200cbakes\u200c \u00d7 Number of slices she cuts each pie
      \n= 3 \u00d7 6
      \n= (2 \u00d7 6) + (1 \u00d7 6)
      \n= 12 + 6
      \n= 18 or Eighteen.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Do\u200c \u200cYou\u200c \u200cKnow\u200c \u200cHow?\u200c \u200c<\/strong>
      \nIn\u200c \u200c3-8,\u200c \u200cmultiply.\u200c \u200cYou\u200c \u200cmay\u200c \u200cdraw\u200c \u200cpictures\u200c \u200cor\u200c \u200cuse\u200c \u200ccounters\u200c \u200cto\u200c \u200chelp.\u200c \u200c
      \nQuestion 3.\u200c
      \n\u200c6\u200c \u200c\u00d7\u200c \u200c10\u200c \u200c=\u200c \u200c________
      \nAnswer:
      \n\u200c6\u200c \u200c\u00d7\u200c \u200c10\u200c \u200c=\u200c \u200c___60_____.<\/p>\n

      Explanation:
      \n\u200c6\u200c \u200c\u00d7\u200c \u200c10\u200c \u200c=\u200c ( 3 \u00d710) + ( 3 \u00d710)
      \n\u200c6\u200c \u200c\u00d7\u200c \u200c10\u200c \u200c=\u200c\u00a0 30 + 30
      \n\u200c6\u200c \u200c\u00d7\u200c \u200c10\u200c \u200c=\u200c\u00a0 60.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 4.\u200c
      \n\u200c7\u200c \u00d7\u200c \u200c6 =\u200c ________
      \nAnswer:
      \n\u200c7\u200c \u00d7\u200c \u200c6 =\u200c ___42_____.
      \nExplanation:
      \n\u200c7\u200c \u00d7\u200c \u200c6 = (6 \u00d7 6) + (1 \u00d7 6)
      \n\u200c7\u200c \u00d7\u200c \u200c6 = 36 + 6
      \n\u200c7\u200c \u00d7\u200c \u200c6 =\u200c 42.
      \nSo, \u200c7\u200c \u00d7\u200c \u200c6 =\u200c 42.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      \u200c
      \nQuestion 5.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n7 \u00d7 7 = (3 \u00d77) + (4 \u00d77)
      \n7 \u00d7 7 = 21 + 28
      \n7 \u00d7 7 = 49.
      \nSo, 7 \u00d7 7 = 49.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 6.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
      \nExplanation:
      \n9 \u00d7 7 = (5 \u00d7 7) + (4 \u00d7 7)
      \n9 \u00d7 7 = 35 + 28
      \n9 \u00d7 7 = 63.
      \nSo, 9 \u00d7 7 = 63.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

      Question 7.\u200c
      \n\u200cFind\u200c \u200c4\u200c \u200ctimes\u200c \u200c7.\u200c \u200c ______
      \nAnswer:
      \n4 \u00d7 7 = 28.<\/p>\n

      Explanation:
      \n4 \u00d7 7 = 28.
      \n4 \u00d7 7 = ( 2 \u00d7 7) + ( 2 \u00d7 7)
      \n4 \u00d7 7 =14 + 14
      \n4 \u00d7 7 = 28.
      \nSo, 4 \u00d7 7 = 28.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 8.\u200c
      \n\u200cMultiply\u200c \u200c6\u200c \u200ctimes\u200c \u200c5.\u200c \u200c ________
      \nAnswer:
      \n\u200cMultiply\u200c \u200c6\u200c \u200ctimes\u200c \u200c5.\u200c \u200c
      \n=> 6 \u00d7 5 = 30.<\/p>\n

      Explanation:
      \n6 \u00d7 5 = (3 \u00d7 5) + (3 \u00d7 5)
      \n6 \u00d7 5 = 15 + 15
      \n6 \u00d7 5 = 30.
      \nSo, 6 \u00d7 5 = 30.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Independent\u200c \u200cPractice\u200c \u200c
      \n<\/strong>\u200cIn\u200c \u200c9-16,\u200c \u200cfind\u200c \u200cthe\u200c \u200cproduct.\u200c \u200cYou\u200c \u200cmay\u200c \u200cdraw\u200c \u200cpictures\u200c \u200cto\u200c \u200chelp.\u200c
      \nQuestion 9.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n5 \u00d7 7 = (3 \u00d7 7) + (2 \u00d7 7)
      \n5 \u00d7 7 = 21 + 14
      \n5 \u00d7 7 = 35.
      \nSo, 5 \u00d7 7 = 35.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 10.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n3 \u00d7 6 = (2 \u00d7 6) + (1 \u00d7 6)
      \n3 \u00d7 6 = 12 + 6
      \n3 \u00d7 6 = 18.
      \nSo, 3 \u00d7 6 = 18.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 11.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n7 \u00d7 8 = (4 \u00d7 8) + (3 \u00d7 8)
      \n7 \u00d7 8 = 32+ 24
      \n7 \u00d7 8 = 56.
      \nSo, 7 \u00d7 8= 56.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 12.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n1 \u00d7 7 = 7.
      \nSo, 1 \u00d7 7 = 7.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 13.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n10 \u00d7 6 = (5 \u00d7 6) + (5 \u00d7 6)
      \n10 \u00d7 6 = 30+ 30
      \n10 \u00d7 6 = 60.
      \nSo, 10 \u00d7 6 = 60.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 14.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:4
      \n4 \u00d7 7 = (2 \u00d7 7) + (2 \u00d7 7)
      \n4 \u00d7 7 = 14+ 14
      \n4 \u00d7 7 = 28.
      \nSo, 4 \u00d7 7 = 28.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 15.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n7 \u00d7 3 = (4 \u00d7 3) + (3 \u00d7 3)
      \n7 \u00d7 3 = 12 + 9
      \n7 \u00d7 3 = 21.
      \nSo, 7 \u00d7 3 = 21.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 16.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n8 \u00d7 6 = (4 \u00d7 6) + (4 \u00d7 6)
      \n8 \u00d7 6 = 24+ 24
      \n8 \u00d7 6 = 48.
      \nSo, 8 \u00d7 6 = 48.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>Question 17.
      \nThe National Toy Train Museum has 5 exhibits for trains. In one of the exhibits, the trains are on 5 tracks. How many trains are on display at that exhibit? Write an equation to solve the problem.
      \n\"Envision
      \nAnswer:
      \nNumber of trains are on display at that exhibit = 25 or Twenty five.<\/p>\n

      Explanation:
      \nNumber of trains exhibits the National Toy Train Museum has = 5 or Five.
      \nNumber of trains each exhibits track the National Toy Train Museum has = 5 or Five.
      \nNumber of trains are on display at that exhibit = Number of trains exhibits the National Toy Train Museum has \u00d7 Number of trains each exhibits track the National Toy Train Museum has
      \n= 5 \u00d7 5
      \n= (3 \u00d7 5) + (2 \u00d7 5)
      \n= 15 + 10
      \n= 25 or Twenty five.<\/p>\n

       <\/p>\n

      Question 18.
      \nTracy used the flat surface of a cube to draw a plane shape. What plane shape did Tracy draw? How do you know?
      \nAnswer:
      \nA cube is comprised of 6 congruent squares. Therefore, the only shape Tracy could have drawn is a square<\/p>\n

      Explanation:
      \nIn geometry a <\/sup>cube is a three- dimensional\u00a0 solid object bounded by six square faces. So, Tracy could have drawn is a square.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 19.
      \nThe dance team lines up in 4 rows of 6 dancers each. How many dancers are on the dance team?
      \n\"Envision
      \nAnswer:
      \nNumber of dancers are on the dance team = 24 or Twenty Four.<\/p>\n

      Explanation:
      \nNumber of rows the dance team lines up = 4 or Four.
      \nNumber of dancers in each row = 6 or Six.
      \nNumber of dancers are on the dance team = Number of rows the dance team lines up \u00d7 Number of dancers in each row
      \n= 4 \u00d7 6
      \n= (2 \u00d7 6) + (2\u00a0\u00d7 6)
      \n= 12 + 12
      \n= 24 or Twenty Four.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 20.
      \nHigher Order Thinking
      \n<\/strong> Marge says 7 \u00d7 0 is equal to 7 + 0. Is Marge correct? Why or why not?
      \nAnswer:
      \nNo, Marge is not correct because 7 \u00d7 0 = 0 where as\u00a0 7 + 0 = 7.<\/p>\n

      Explanation:
      \nMarge says 7 \u00d7 0 is equal to 7 + 0.
      \n7 \u00d7 0 = 0.
      \n7 + 0 = 7.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 21.
      \nUse Structure : There are 7 rows of 10 seats. How can you use the Distributive Property to find the total number of seats?
      \nAnswer:
      \nTotal number of\u00a0 seats = Number of rows \u00d7 Number of seats in each row
      \n= 7 \u00d7 10
      \n= (3 \u00d7 10) + (4 \u00d7 10)
      \n= 30 + 40
      \n= 70 or Seventy.<\/p>\n

      Explanation:
      \nThe distributive property tells us how to solve expressions in the form of a(b + c). \u00a0The distributive property is sometimes called the distributive law of multiplication and division.
      \nNumber of rows = 7 or Seven.
      \nNumber of seats in each row = 10 or Ten.
      \nTotal number of\u00a0 seats = Number of rows \u00d7 Number of seats in each row
      \n= 7 \u00d7 10
      \n= (3 \u00d7 10) + (4 \u00d7 10)
      \n= 30 + 40
      \n= 70 or Seventy.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 22.
      \nSelect numbers to create a different expression that is equal to 7 \u00d7 8.
      \n\"Envision
      \nAnswer:
      \nDifferent expression that is equal to 7 \u00d7 8.
      \n8 \u00d7 7 = (5 \u00d7 7) + (3 \u00d7 7)
      \n8 \u00d7 7 = 35 + 21
      \n8 \u00d7 7 = 56 or Fifty Six.
      \nSo, 8 \u00d7 7 = 56 or Fifty Six.<\/p>\n

      Explanation:
      \n7 \u00d7 8 = (4 \u00d7 8) + (3 \u00d7 8)
      \n7 \u00d7 8 = 32 + 24
      \n7 \u00d7 8 = 56.
      \nSo, 7 \u00d7 8 = 56 or Fifty Six.<\/p>\n

      Different expression that is equal to 7 \u00d7 8.
      \n8 \u00d7 7 = (5 \u00d7 7) + (3 \u00d7 7)
      \n8 \u00d7 7 = 35 + 21
      \n8 \u00d7 7 = 56 or Fifty Six.
      \nSo, 8 \u00d7 7 = 56 or Fifty Six.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 23.
      \nSelect numbers to create a different expression that is equal to 8 \u00d7 6.
      \n\"Envision
      \nAnswer:
      \nDifferent expression that is equal to 8 \u00d7 6.
      \n6 \u00d7 8 = (5 \u00d7 8) + (1 \u00d7 8)
      \n6 \u00d7 8 = 40 + 8
      \n6 \u00d7 8 = 48.
      \nSo, 6 \u00d7 8 = 48 or Forty Eight.<\/p>\n

      Explanation:
      \n8 \u00d7 6 = (4 \u00d7 6) + (4\u00a0\u00d7 6)
      \n8 \u00d7 6 = 24 + 24
      \n8 \u00d7 6 = 48 or Forty Eight.
      \nSo, 8 \u00d7 6 = 48 or Forty Eight.<\/p>\n

      Different expression that is equal to 8 \u00d7 6.
      \n6 \u00d7 8 = (5 \u00d7 8) + (1 \u00d7 8)
      \n6 \u00d7 8 = 40 + 8
      \n6 \u00d7 8 = 48.
      \nSo, 6 \u00d7 8 = 48 or Forty Eight.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 3.4 Apply Properties: 8 as a Factor<\/h3>\n

      Solve & Share<\/strong>
      \nThere are 8 rows of prizes. There are 6 prizes in each row. How many prizes are there?
      \nI can … use known facts and properties to multiply by 8.
      \n\"Envision<\/p>\n

      Look Back! Tell how you can use 2s, 3s, or 4s facts to solve the problem.<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Use Doubles on to Multiply with 8?
      \nAnswer:
      \nDoubles on to Multiply with 8:
      \n8 = ( 2 \u00d7 2 \u00d7 2)
      \nExplanation:
      \nDoubles multiplication on 8:
      \n8 = 4 \u00d7 2 = 2 \u00d7 2 \u00d7 2.<\/p>\n

      Visual Learning Bridge
      \nAt a school fun fair, students try to toss a table tennis ball into a bowl. There are 8 rows of bowls. There are 8 bowls in each row. How many bowls are there?
      \n\"Envision<\/p>\n

      One Way<\/strong>
      \nUse 2s facts to find 8 \u00d7 8.
      \n8 \u00d7 8 equals 4 groups of 2 eights.
      \n\"Envision
      \n16 + 16 + 16 + 16 = 64
      \nSo, 8 \u00d7 8 = 64.<\/p>\n

      Another Way<\/strong>
      \nDouble a 4s fact to find 8 \u00d7 8.
      \n8 \u00d7 8 equals 4 eights plus 4 eights.
      \n\"Envision
      \n32 + 32 = 64
      \nSo, 8 \u00d7 8 = 64.<\/p>\n

      Convince Me! Use Structure How does knowing 5 \u00d7 8 = 40 help you find 8 \u00d7 8?<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nMultiply 8 times 3. Write and solve a multiplication equation.
      \nAnswer:
      \nMultiply 8 times 3.
      \n=> 8 \u00d7 3 = (5 \u00d7 3) + (3 \u00d7 3)
      \n=> 8 \u00d7 3 = 15 + 9
      \n=> 8 \u00d7 3 = 24 or Twenty Four.<\/p>\n

      Explanation:
      \nMultiply 8 times 3.
      \n=> 8 \u00d7 3 = (5 \u00d7 3) + (3 \u00d7 3)
      \n=> 8 \u00d7 3 = 15 + 9
      \n=> 8 \u00d7 3 = 24 or Twenty Four.
      \nSo,\u00a0 8 \u00d7 3 = 24 or Twenty Four.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 2.
      \nMultiply 5 times 8. Write and solve a multiplication equation.
      \nAnswer:
      \nMultiply 5 times 8.
      \n=> 5 \u00d7 8 = (3 \u00d7 8) + (2 \u00d7 8)
      \n=> 5 \u00d7 8 = 24 + 16
      \n=> 5 \u00d7 8 = 40 or Forty.<\/p>\n

      Explanation:
      \nMultiply 5 times 8.
      \n=> 5 \u00d7 8 = (3 \u00d7 8) + (2 \u00d7 8)
      \n=> 5 \u00d7 8 = 24 + 16
      \n=> 5 \u00d7 8 = 40 or Forty.
      \nSo, 5 \u00d7 8 = 40 or Forty.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 3.
      \nMultiply 8 times 1. Write and solve a multiplication equation.
      \nAnswer:
      \nMultiply 8 times 1.
      \n=> 8 \u00d7 1 = (4 \u00d7 1) + (4 \u00d7 1)
      \n=> 8 \u00d7 1= 4 + 4
      \n=> 8 \u00d7 1 = 8 or Eight.<\/p>\n

      Explanation:
      \nMultiply 8 times 1.
      \n=> 8 \u00d7 1 = (4 \u00d7 1) + (4 \u00d7 1)
      \n=> 8 \u00d7 1= 4 + 4
      \n=> 8 \u00d7 1 = 8 or Eight.
      \nSo, 8 \u00d7 1 = 8 or Eight.<\/p>\n

       <\/p>\n


      \nDo You Know How?<\/strong>
      \nIn 4-9, multiply. You may draw pictures or use counters to help.
      \nQuestion 4.
      \n8 \u00d7 7 = ______
      \nAnswer:
      \n8 \u00d7 7 = __56____.<\/p>\n

      Explanation:
      \n8 \u00d7 7 = ( 4 \u00d7 7) + ( 4 \u00d7 7)
      \n8 \u00d7 7 = 28 + 28
      \n8 \u00d7 7 = 56 or Fifty Six.
      \nSo, 8 \u00d7 7 = 56 or Fifty Six.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 5.
      \n______ = 8 \u00d7 4
      \nAnswer:
      \n__32____ = 8 \u00d7 4.<\/p>\n

      Explanation:
      \n8 \u00d7 4 = (4 \u00d7 4) + (4 \u00d7 4)
      \n8 \u00d7 4 = 16 + 16
      \n8 \u00d7 4 = 32 or Thirty Two.
      \nSo, 8 \u00d7 4 = 32 or Thirty Two.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 6.
      \n6 \u00d7 8 = ________
      \nAnswer:
      \n6 \u00d7 8 = ___48_____.<\/p>\n

      Explanation:
      \n6 \u00d7 8 = (3 \u00d7 8) + (3 \u00d7 8)
      \n6 \u00d7 8 = 24 + 24
      \n6 \u00d7 8 = 48 or Forty Eight.
      \nSo, 6 \u00d7 8 = 48 or Forty Eight.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 7.
      \n______ = 10 \u00d7 8
      \nAnswer:
      \n__80____ = 10 \u00d7 8.<\/p>\n

      Explanation:
      \n10 \u00d7 8 = (5\u00d7 8) + (5 \u00d7 8)
      \n10 \u00d7 8 = 40 + 40
      \n10 \u00d7 8 = 80.
      \nSo, 10 \u00d7 8 = 80 or Eighty.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 8.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n9 \u00d7 8 =\u00a0 (5 \u00d7 8) + (4\u00a0\u00d7 8)
      \n9 \u00d7 8 =\u00a0 40 + 32
      \n9 \u00d7 8 = 72.
      \nSo, 9 \u00d7 8 = 72 or Seventy Two.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 9.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n8 \u00d7 3 =\u00a0 (5 \u00d7 3) + (3 \u00d7 3)
      \n8 \u00d7 3 = 15+ 9
      \n8 \u00d7 3 = 24.
      \nSo, 8 \u00d7 3 = 24 or Twenty Four.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice<\/strong><\/p>\n

      In 10-23, find the product. You may draw pictures to help.
      \nQuestion 10.
      \n8 \u00d7 4 = ________
      \nAnswer:
      \n8 \u00d7 4 = ___32_____.<\/p>\n

      Explanation:
      \n8 \u00d7 4 = (4 \u00d7 4) +\u00a0 (4\u00a0\u00d7 4)
      \n8 \u00d7 4 = 16+ 16
      \n8 \u00d7 4 = 32.
      \nSo, 8 \u00d7 4 = 32 or Thirty Two.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 11.
      \n1 \u00d7 8 = _______
      \nAnswer:
      \n1 \u00d7 8 = ___8____.<\/p>\n

      Explanation:
      \n1 \u00d7 8 = 8.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 12.
      \n_____ = 2 \u00d7 8
      \nAnswer:
      \n__16___ = 2 \u00d7 8.<\/p>\n

      Explanation:
      \n2 \u00d7 8 = (1 \u00d7 8) + (1 \u00d7 8)
      \n2 \u00d7 8 = 8 + 8
      \n2 \u00d7 8 = 16.
      \nSo, 2 \u00d7 8 = 16 or Sixteen.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 13.
      \n___ = 5 \u00d7 8
      \nAnswer:
      \n__40__ = 5 \u00d7 8.<\/p>\n

      Explanation:
      \n5 \u00d7 8 = (3 \u00d7 8) + (2\u00a0\u00d7 8)
      \n5 \u00d7 8 = 24 + 16
      \n5 \u00d7 8 = 40.
      \nSo, 5 \u00d7 8 = 40 or Forty.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 14.
      \n8 \u00d7 2 = ________
      \nAnswer:
      \n8 \u00d7 2 = ___16_____.<\/p>\n

      Explanation:
      \n8 \u00d7 2 = (4 \u00d7 2) + (4\u00a0\u00d7 2)
      \n8 \u00d7 2 = 8 + 8
      \n8 \u00d7 2 = 16.
      \nSo, 8 \u00d7 2 = 16 or Sixteen.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 15.
      \n8 \u00d7 6 = _______
      \nAnswer:
      \n8 \u00d7 6 = __48_____.<\/p>\n

      Explanation:
      \n8 \u00d7 6 = (4 \u00d7 6) + (4\u00a0\u00d7 6 )
      \n8 \u00d7 6 = 24 + 24
      \n8 \u00d7 6 = 48.
      \nSo, 8 \u00d7 6 = 48 or Forty Eight.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 16.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n8 \u00d78 = (4 \u00d7 8) + (4 \u00d7 8)
      \n8 \u00d78 = 32 + 32
      \n8 \u00d78 = 64.
      \nSo, 8 \u00d78 = 64 or Sixty Four.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 17.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n8 \u00d7 5 = (5 \u00d7 5) + (3 \u00d7 5)
      \n8 \u00d7 5 = 25 + 15
      \n8 \u00d7 5 = 40.
      \nSo, 8 \u00d7 5 = 40 or Forty.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 18.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n0 \u00d7 8 = 0 or Zero.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 19.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n4 \u00d7 8 = (2 \u00d7 8) + (2 \u00d7 8)
      \n4 \u00d7 8 = 16 + 16
      \n4 \u00d7 8 = 32.
      \nSo, 8 \u00d7 5 = 32 or Thirty Two..<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

      Question 20.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n10 \u00d7 8 = (5 \u00d7 8) + (5 \u00d7 8)
      \n10 \u00d7 8= 40+ 40
      \n10 \u00d7 8 = 80.
      \nSo, 10 \u00d7 8 = 80 or Eighty.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 21.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n8 \u00d7 1 = (5 \u00d7 1) + (3 \u00d7 1)
      \n8 \u00d7 1 = 5 + 3
      \n8 \u00d7 1 = 8.
      \nSo, 8 \u00d7 1 = 8 or Eight.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

      Question 22.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n3 \u00d7 8 = (2 \u00d7 8) + (1 \u00d7 8)
      \n3 \u00d7 8 = 16+ 8
      \n3 \u00d7 8 = 24.
      \nSo, 3 \u00d7 8 = 24 or Twenty Four.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 23.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n7 \u00d7 8 = (2 \u00d7 8) + (5 \u00d7 8)
      \n7 \u00d7 8 = 16+ 40
      \n7 \u00d7 8 = 56.
      \nSo, 7 \u00d7 8 = 56 or Fifty Six.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving<\/strong><\/p>\n

      \"Envision
      \nQuestion 24.
      \nUse Structure Ming bought 8 belts for gifts. How much money did Ming spend? Show how you can use a 4s fact to find the answer.
      \nAnswer:
      \nAmount spent by Ming in buying belts = $72.<\/p>\n

      Explanation:
      \nNumber of belts bought by Ming for gifts = 8 or Eight.
      \nCost of each belt bought by Ming for gifts = $9
      \nAmount spent by Ming in buying belts =\u00a0 Number of belts bought by Ming for gifts \u00d7 Cost of each belt bought by Ming for gifts
      \n= 8 \u00d7 $9
      \n= (4 \u00d7 $9) + (4 \u00d7 $9) { use a 4s fact }
      \n= $36 + $36
      \n= $72.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 25.
      \nWilla bought a shirt and a sweater. She had $14 left. How much money did Willa start with? How do you know?
      \nAnswer:
      \nAmount of money Willa stated with = $75.<\/p>\n

      Explanation:
      \nCost of the shirt = $23
      \nCost of a sweater = $38
      \nCost of the money left with her = $14
      \nAmount of money Willa stated with = Cost of the shirt + Cost of a sweater + Cost of the money left with her
      \n= $23 + $38 + $14
      \n= $61 + $14
      \n= $75.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 26.
      \nMr. Garner spends $52 on groceries and $24 on gas. How much does Mr. Garner spend? Write an equation and solve.
      \n\"Envision
      \nAnswer:
      \nTotal amount spent by Mr. Garner = $76.<\/p>\n

      Explanation:
      \nAmount spent on groceries by Mr. Garner = $52
      \nAmount spent on gas by Mr. Garner = $24
      \nTotal amount spent by Mr. Garner = Amount spent on groceries by Mr. Garner + Amount spent on gas by Mr. Garner
      \n= $52 + $24
      \n= $76.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 27.
      \nAlgebra Mischa bought 7 boxes of orange tiles. There are 8 tiles in each box. How many tiles did Mischa buy? Write an equation and solve. Use ? to represent the unknown quantity of tiles.
      \nAnswer:
      \nNumber of tiles Mischa buys = 56 or Fifty Six.<\/p>\n

      Explanation:
      \nNumber of tiles Mischa buys = ??
      \nAmount of orange tiles boxes Algebra Mischa bought = 7 or Seven.
      \nNumber of orange tiles in each box = 8 or Eight.
      \nNumber of tiles Mischa buys = Amount of orange tiles boxes Algebra Mischa bought \u00d7 Number of orange tiles in each box
      \n= 7 \u00d7 8
      \n= 56 or Fifty Six.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 28.
      \nAaron bought 6 packs of sports cards. There are 7 cards in each pack. How many sports cards did Aaron buy in all? Use properties to solve the problem.
      \nAnswer:
      \nNumber of sports cards did Aaron buy in all = 42 or Forty Two.<\/p>\n

      Explanation:
      \nNumber of packs of sports cards Aaron bought = 6 or Six.
      \nNumber of cards in each pack = 7 or Seven.
      \nNumber of sports cards did Aaron buy in all = Number of packs of sports cards Aaron bought \u00d7 Number of cards in each pack
      \n= 6 \u00d7 7
      \n= (3 \u00d7 7) + (3\u00a0\u00d7 7)
      \n= 21 + 21
      \n= 42 or Forty Two.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 29.
      \nHigher Order Thinking<\/strong>
      \nSophie says, “To find 8 \u00d7 8, I can find 8 \u00d7 (4 + 4).\u201d Do you agree? Explain.
      \nAnswer:
      \nYes, agree with what Sophie says “To find 8 \u00d7 8, I can find 8 \u00d7 (4 + 4).” Because both are the same.<\/p>\n

      Explanation:
      \nSophie says, “To find 8 \u00d7 8, I can find 8 \u00d7 (4 + 4).\u201d
      \n8 \u00d7 8 = 64
      \n8 \u00d7 (4 + 4)
      \n=> 8 \u00d7 8 = 64.<\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 30.
      \nMs. Vero has 8 boxes of crayons. Each box has 8 crayons. Select all the correct equations that could show how many crayons Ms. Vero has.
      \n\u2610 8 \u00d7 8 = 64
      \n\u2610 4 \u00d7 8 = 32
      \n\u2610 2 \u00d7 8 = 15
      \n\u2610 3 \u00d7 8 = 24
      \n\u2610 6 \u00d7 8 = 84
      \nAnswer:
      \nTotal number of crayons Ms. Vero has = \u00a08 \u00d7 8 = 64 or Sixty Four.
      \n\u2610 8 \u00d7 8 = 64 is the expression that can be used to find 8 \u00d7 7.<\/p>\n

      Explanation:
      \nNumber of crayons boxes Ms. Vero has = 8 or Eight.
      \nNumber of crayons in each box = 8 or Eight.
      \nTotal number of crayons Ms. Vero has = Number of crayons boxes Ms. Vero has\u00a0 \u00d7 Number of crayons in each box
      \n= 8 \u00d7 8
      \n= 64 or Sixty Four.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 31.
      \nSelect all the expressions that can be used to find 8 \u00d7 7.
      \n\u2610 (4 \u00d7 7) + (4 \u00d7 7)
      \n\u2610 (4 \u00d7 6) + (4 \u00d7 1)
      \n\u2610 (4 \u00d7 5) + (4 \u00d7 2)
      \n\u2610 (8 \u00d7 5) + (8 \u00d7 2)
      \n\u2610 (2 \u00d7 7) + (2 \u00d7 7) + (2 \u00d7 7) + (2 \u00d7 7)
      \nAnswer:
      \n8 \u00d7 7 = (4 \u00d7 7) + (4 \u00d7 7)
      \n8 \u00d7 7 = (2 \u00d7 7) + (2 \u00d7 7) + (2 \u00d7 7) + (2 \u00d7 7) are the expressions that can be used to find 8 \u00d7 7.
      \nSo, 8 \u00d7 7 = 56 or Fifty Six.<\/p>\n

      Explanation:
      \n8 \u00d7 7 = (4 \u00d7 7) + (4 \u00d7 7)
      \n8 \u00d7 7 = 28 + 28
      \n8 \u00d7 7 = 56 or Fifty Six.
      \n8 \u00d7 7 = (2 \u00d7 7) + (2 \u00d7 7) + (2 \u00d7 7) + (2 \u00d7 7)
      \n8 \u00d7 7 = 14 + 14 + 14 + 14
      \n8 \u00d7 7 = 28 + 14 + 14
      \n8 \u00d7 7 = 42 + 14
      \n8 \u00d7 7 = 56 or Fifty Six.<\/p>\n

       <\/p>\n

      Lesson 3.5 Practice Multiplication Facts
      \nSolve & Share<\/strong>
      \nJermaine has 7 coolers. Each cooler contains 8 bottles of sports drink. How many bottles of sports drink does Jermaine have in all?
      \nI can … use strategies and tools to represent and solve multiplication facts.
      \n\"Envision<\/h3>\n

      Look Back! Jermaine now has 8 coolers with 7 bottles of sports drink in each cooler. Does that change the total number of bottles of sports drink that Jermaine has? Explain why or why not.<\/p>\n

      Answer:
      \nEquation:1:
      \nNumber of coolers Jermaine has = 7 or Seven.
      \nNumber of bottles of sports drink in each cooler = 8 or Eight.
      \nTotal number of bottles she has = Number of coolers Jermaine has\u00a0 \u00d7 Number of bottles of sports drink in each cooler
      \n= 7 \u00d7 8
      \n= 56 or Fifty Six.<\/p>\n

      Equation:2:
      \nNumber of coolers Jermaine has = 8 or Eight.
      \nNumber of bottles of sports drink in each cooler = 7 or Seven.
      \nTotal number of bottles she has = Number of coolers Jermaine has\u00a0 \u00d7 Number of bottles of sports drink in each cooler
      \n= 8 \u00d7 7
      \n= 56 or Fifty Six.<\/p>\n

       <\/p>\n

       <\/p>\n

      Essentials Question<\/strong>
      \nHow Do You Use Strategies on to Multiply?
      \nAnswer:
      \nWe use Strategies on to Multiply accordingly to the process which it is required to get the correct solution.<\/p>\n

      Explanation:
      \nWe use Strategies on to Multiply accordingly to the process which it is required to get the correct solution. It is an important foundational strategy that leads to more efficient strategies (and helps with conceptual understanding).<\/p>\n

       <\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nJustin and Dolores made a dragon float for a parade. They connected 9 equal sections to make the dragon’s body. What is the total length of the dragon’s body in feet?
      \n\"Envision<\/p>\n

      One Way<\/strong>
      \nDraw a picture to find 9 \u00d7 3.
      \n9 \u00d7 3 means 9 groups of 3. Combine the groups to find the product.
      \n\"Envision
      \n9 \u00d7 3 = 27
      \nThe dragon’s body is 27 feet long.<\/p>\n

      Another Way<\/strong>
      \nUse known facts to find 9 \u00d7 3.
      \nUse 4s facts and 5s facts to help.
      \n\"Envision
      \n12 + 15 = 27
      \nThe dragon’s body is 27 feet long.<\/p>\n

      Convince Me! Make Sense and Persevere What two other facts can you use to find 9 \u00d7 3? Explain.<\/p>\n

      Answer:
      \nThe two other facts can you use to find 9 \u00d7 3 are:
      \nFirst way:
      \n9 \u00d7 3 = (6 \u00d7 3) + (3\u00a0\u00d7 3)
      \n9 \u00d7 3 = 18 + 9
      \n9 \u00d7 3 = 27 or Twenty Seven.
      \nSecond way:
      \n9 \u00d7 3 = (8 \u00d7 3) + (1 \u00d7 3)
      \n9 \u00d7 3 = 24 + 3
      \n9 \u00d7 3 = 27 or Twenty Seven.<\/p>\n

      Explanation:
      \nTwo other facts can you use to find 9 \u00d7 3 are:
      \nFirst way:
      \n9 \u00d7 3 = (6 \u00d7 3) + (3\u00a0\u00d7 3)
      \n9 \u00d7 3 = 18 + 9
      \n9 \u00d7 3 = 27 or Twenty Seven.
      \nSecond way:
      \n9 \u00d7 3 = (8 \u00d7 3) + (1 \u00d7 3)
      \n9 \u00d7 3 = 24 + 3
      \n9 \u00d7 3 = 27 or Twenty Seven.<\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nWhat known facts can you use to find 7 \u00d7 5?
      \nAnswer:
      \nKnown facts which can be used to find 7 \u00d7 5 are 3s, 5s, 2s, 4s.<\/p>\n

      Explanation:
      \n7 \u00d7 5 = (5 \u00d7 5) + ( 2 \u00d7 5)
      \n7 \u00d7 5 = 25 + 10
      \n7 \u00d7 5 = 35 or Thirty Five.<\/p>\n

      7 \u00d7 5 = (4 \u00d7 5) + ( 3 \u00d7 5)
      \n7 \u00d7 5 = 20 + 15
      \n7 \u00d7 5 = 35 or Thirty Five.<\/p>\n

       <\/p>\n

      Question 2.
      \nTo find 8 \u00d7 6, how does knowing 6 \u00d7 6 = 36 help you?
      \nAnswer:
      \n8 \u00d7 6 = ( 6 \u00d7 6) + ( 2 \u00d7 6) = 36 + 12 = 48 or Forty Eight.<\/p>\n

      Explanation:
      \n8 \u00d7 6 = ( 6 \u00d7 6) + ( 2 \u00d7 6)
      \n8 \u00d7 6 = 36 + 12
      \n8 \u00d7 6 = 48 or Forty Eight.<\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nIn 3-8, multiply.
      \nQuestion 3.
      \n3 \u00d7 7 = _______
      \nAnswer:
      \n3 \u00d7 7 = __21___.<\/p>\n

      Explanation:
      \n3 \u00d7 7 = (1 \u00d7 7) + (2 \u00d7 7)
      \n3 \u00d7 7 = 7 + 14
      \n3 \u00d7 7 = 21 or Twenty One.<\/p>\n

       <\/p>\n

      Question 4.
      \n______ = 6 \u00d7 5
      \nAnswer:
      \n__30____ = 6 \u00d7 5<\/p>\n

      Explanation:
      \n6 \u00d7 5 = (3 \u00d7 5)\u00a0 + (3\u00a0\u00d7 5)
      \n6 \u00d7 5 = 15 + 15
      \n6 \u00d7 5 = 30 or Thirty.<\/p>\n

       <\/p>\n

      Question 5.
      \n9 \u00d7 4 = _______
      \nAnswer:
      \n9 \u00d7 4 = ___36____.<\/p>\n

      Explanation:
      \n9 \u00d7 4 = (5 \u00d7 4) + (4\u00a0\u00d7 4)
      \n9 \u00d7 4 = 20 + 16
      \n9 \u00d7 4 = 36 or Thirty Six.<\/p>\n

       <\/p>\n

      Question 6.
      \n____= 3 \u00d7 0
      \nAnswer:
      \n__0__= 3 \u00d7 0.<\/p>\n

      Explanation:
      \n3 \u00d7 0 = 0 or Zero.<\/p>\n

       <\/p>\n

      Question 7.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n1 \u00d7 7 = 7 or Seven.<\/p>\n

       <\/p>\n

      Question 8.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n10 \u00d7 8 = (5\u00d7 8) + (5\u00d7 8)
      \n10 \u00d7 8 = 40 + 40
      \n10 \u00d7 8 = 80 or Eighty.<\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>In 9-25, use known facts and strategies to find the product.
      \nQuestion 9.
      \n7 \u00d7 7 = _______
      \nAnswer:
      \n7 \u00d7 7 = ___49____.<\/p>\n

      Explanation:
      \n7 \u00d7 7 = (4 \u00d7 7) + (3 \u00d7 7)
      \n7 \u00d7 7 = 28 + 21
      \n7 \u00d7 7 = 49 or Forty Nine.<\/p>\n

       <\/p>\n

      Question 10.
      \n8 \u00d7 2 = _______
      \nAnswer:
      \n8 \u00d7 2 = __16_____.<\/p>\n

      Explanation:
      \n8 \u00d7 2 = (6\u00a0\u00d7 2) + (2 \u00d7 2)
      \n8 \u00d7 2 = 12 + 4
      \n8 \u00d7 2 = 16 or Sixteen.<\/p>\n

       <\/p>\n

      Question 11.
      \n3 \u00d7 10 = ______
      \nAnswer:
      \n3 \u00d7 10 = __30____.<\/p>\n

      Explanation:
      \n3 \u00d7 10 = (2 \u00d7 10 ) + (1\u00a0\u00d7 10 )
      \n3 \u00d7 10 = 20 + 10
      \n3 \u00d7 10 = 30 or Thirty.<\/p>\n

       <\/p>\n

      Question 12.
      \n_____ = 8 \u00d7 9
      \nAnswer:
      \n__72___ = 8 \u00d7 9.<\/p>\n

      Explanation:
      \n8 \u00d7 9 = (6 \u00d7 9) + (2\u00a0\u00d7 9)
      \n8 \u00d7 9 = 54 + 18
      \n8 \u00d7 9 = 72 or Seventy Two.<\/p>\n

       <\/p>\n

      Question 13.
      \n_____ = 4 \u00d7 6
      \nAnswer:
      \n__24___ = 4 \u00d7 6.<\/p>\n

      Explanation:
      \n4 \u00d7 6 = (2 \u00d7 6) + (2 \u00d7 6)
      \n4 \u00d7 6 = 12 + 12
      \n4 \u00d7 6 = 24 or Twenty Four.<\/p>\n

       <\/p>\n

      Question 14.
      \n_____ = 4 \u00d7 4
      \nAnswer:
      \n__16___ = 4 \u00d7 4.<\/p>\n

      Explanation:
      \n4 \u00d7 4 = (2 \u00d7 4) + (2\u00a0\u00d7 4)
      \n4 \u00d7 4 = 8 + 8
      \n4 \u00d7 4 = 16 or sixteen.<\/p>\n

       <\/p>\n

      Question 15.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n10 \u00d7 7 = (6\u00d7 7) + (4\u00d7 7)
      \n10 \u00d7 7 = 42 + 28
      \n10 \u00d7 7 = 70 or Seventy.<\/p>\n

       <\/p>\n

      Question 16.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n2 \u00d7 6 = (1 \u00d7 6) + (1 \u00d7 6)
      \n2 \u00d7 6 = 6 + 6
      \n2 \u00d7 6 = 12 or Twelve.<\/p>\n

       <\/p>\n

      Question 17.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n1 \u00d7 3 = 3 or Three.<\/p>\n

       <\/p>\n

      Question 18.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n2 \u00d7 7 = (1 \u00d7 7) + (1 \u00d7 7)
      \n2 \u00d7 7 = 7 + 7
      \n2 \u00d7 7 = 14 or Fourteen.<\/p>\n

       <\/p>\n

      Question 19.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
      \nExplanation:
      \n8 \u00d7 0 = 0 or zero.<\/p>\n

       <\/p>\n

      Question 20.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n10 \u00d7 6 = (5 \u00d7 6) + (5 \u00d7 6)
      \n10 \u00d7 6 = 30 + 30
      \n10 \u00d7 6 = 60 or Sixty.<\/p>\n

       <\/p>\n

      Question 21.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n4 \u00d7 7 = (2 \u00d7 7) + (2\u00a0\u00d7 7)
      \n4 \u00d7 7 =\u00a0 14 + 14
      \n4 \u00d7 7 = 28 or Twenty Eight.<\/p>\n

       <\/p>\n

      Question 22.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Explanation:
      \n8 \u00d7 9 = (3 \u00d7 9) + (5\u00a0\u00d7 9)
      \n8 \u00d7 9 = 27 + 45
      \n8 \u00d7 9 = 72 or Seventy Two.<\/p>\n

       <\/p>\n

      Question 23.
      \nWhat is 6 \u00d7 9?
      \nAnswer:
      \n6 \u00d7 9 = 54 or Fifty Four.<\/p>\n

      Explanation:
      \n6 \u00d7 9 = (3 \u00d7 9) + (3\u00a0\u00d7 9)
      \n6 \u00d7 9 = 27 + 27
      \n6 \u00d7 9 = 54 or Fifty Four.<\/p>\n

       <\/p>\n

      Question 24.
      \nWhat is 7 \u00d7 2?
      \nAnswer:
      \n7 \u00d7 2 = 14 or Fourteen.<\/p>\n

      Explanation:
      \n7 \u00d7 2 = (4 \u00d7 2) + (3\u00a0\u00d7 2)
      \n7 \u00d7 2 = 8 + 6
      \n7 \u00d7 2 = 14 or Fourteen.<\/p>\n

       <\/p>\n

      Question 25.
      \nWhat is 8 \u00d7 1?
      \nAnswer:
      \n8 \u00d7 1 = 8 or Eight.<\/p>\n

      Explanation:
      \n8 \u00d7 1 = (4 \u00d7 1) + (4\u00a0\u00d7 1)
      \n8 \u00d7 1 = 4 + 4
      \n8 \u00d7 1 = 8 or Eight.<\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>Question 26.
      \nReasoning Mr. Ling walks 5 miles each day. How many total miles does he walk in one week? Explain.
      \n\"Envision
      \nAnswer:
      \nTotal number of miles he walks in one week = 35 or Thirty Five.<\/p>\n

      Explanation:
      \nNumber of miles each day Mr. Ling walks = 5 or Five.
      \nNumber of days in a week = 7 or Seven.
      \nTotal number of miles he walks in one week = Number of miles each day Mr. Ling walks \u00d7 Number of days in a week
      \n= 5 \u00d7 7
      \n= (3 \u00d7 7) + (2 \u00d7 7)
      \n= 21 + 14
      \n= 35 or Thirty Five.<\/p>\n

       <\/p>\n

      Question 27.
      \nDavid wants to buy new shoes and a jersey. The shoes cost $56. The jersey costs $42. How much money does David need to buy both items?
      \n\"Envision
      \nAnswer:
      \nAmount of money David needs to buy both items = $98.<\/p>\n

      Explanation:
      \nCost of shoes David buys = $56
      \nCost of jersey David buys = $42
      \nAmount of money David needs to buy both items = Cost of shoes David buys + Cost of jersey David buys
      \n= $56 + $42
      \n= $98.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

      Question 28.
      \nMs. Wilson drank three 8-ounce glasses of tea before lunch. Then she drank three 8-ounce glasses of water before dinner. How many ounces of liquid did she drink in all? Write an equation to help solve.
      \nAnswer:
      \nNumber of 8-ounces of liquid did she drink in all = Number of 8-ounce glasses of tea before lunch Ms. Wilson drank\u00a0 + Number of 8-ounce glasses of water before dinner Ms. Wilson drank
      \n= 3 + 3 = 6 or Six.<\/p>\n

      Explanation:
      \nNumber of 8-ounce glasses of tea before lunch Ms. Wilson drank = 3 or Three.
      \nNumber of 8-ounce glasses of water before dinner Ms. Wilson drank = 3 or Three.
      \nNumber of 8-ounces of liquid did she drink in all = Number of 8-ounce glasses of tea before lunch Ms. Wilson drank\u00a0 + Number of 8-ounce glasses of water before dinner Ms. Wilson drank
      \n= 3 + 3
      \n= 6 or Six.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 29.
      \nHigher Order Thinking<\/strong>
      \nShow how you can use known facts to find 4 \u00d7 11. Explain how you chose the known facts.
      \nAnswer:
      \nIn this problem, 4 \u00d7 11 represents multiplication, or finding the product of the two numbers. In this case, this problem represents four multiplied eleven times, or adding the number four eleven times. So the number four added to the number four a total of eleven times is Forty-four.<\/p>\n

      Explanation:
      \n4 \u00d7 11 = (2 \u00d7 11) + (2\u00a0\u00d7 11)
      \n4 \u00d7 11 = 22 + 22
      \n4 \u00d7 11 = 44 or Forty Four.
      \nSo, 4 \u00d7 11 = 44.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 30.
      \nMr. Evans needs to assign 32 students into 8 equal groups. He says, \u201cI can use repeated subtraction. Because I subtract 3 times, each group has 3 students.\u201d Do you agree with Mr. Evans? Explain why or why not.
      \n32 \u2013 16 = 16
      \n16 – 8 = 8
      \n8 – 8 = 0
      \nAnswer:
      \nNo, I does not agree with Mr. Evans because dividing 32 students equally into 8 groups means in each group four students will be.
      \nNumber of members in each group = \u00a032 \u00f7 8 = 4 or Four.<\/p>\n

      Explanation:
      \nNumber of students needs to assign = 32.
      \nNumber of equal groups to be assigned = 8.
      \nNumber of members in each group = Number of students needs to assign \u00f7 Number of equal groups to be assigned
      \n= 32 \u00f7 8
      \n= 4 or Four.<\/p>\n

       <\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 31.
      \nSelect the possible ways to display 20 counters in equal groups.
      \n\u2610 2 groups of 10
      \n\u2610 4 groups of 5
      \n\u2610 5 groups of 4
      \n\u2610 4 groups of 6
      \n\u2610 10 groups of 2
      \nAnswer:
      \nThe possible ways to display 20 counters in equal groups.
      \n\u2610 2 groups of 10.
      \n\u2610 4 groups of 5.
      \n\u2610 5 groups of 4.
      \n\u2610 10 groups of 2.<\/p>\n

      Explanation:
      \nThe possible ways to display 20 counters in equal groups.
      \n\u2610 2 groups of 10 = 2 \u00d7 10 = 20.
      \n\u2610 4 groups of 5 = 4 \u00d7 5 = 20.
      \n\u2610 5 groups of 4 = 5 \u00d7 4 = 20.
      \n\u2610 10 groups of 2 = 10 \u00d7 2 = 20.<\/p>\n

       <\/p>\n

      Question 32.
      \nSelect the possible ways to display 24 counters in an array.
      \n\u2610 8 rows of 4
      \n\u2610 3 rows of 6
      \n\u2610 6 rows of 4
      \n\u2610 3 rows of 8
      \n\u2610 2 rows of 9
      \nAnswer:
      \nThe possible ways to display 24 counters in an array:
      \n\u2610 3 rows of 6
      \n\u2610 6 rows of 4
      \n\u2610 3 rows of 8<\/p>\n

      Explanation:
      \nThe possible ways to display 24 counters in an array:
      \n\u2610 3 rows of 6 = 3 \u00d7 6 = 24.
      \n\u2610 6 rows of 4 = 6 \u00d7 4 = 24.
      \n\u2610 3 rows of 8 = 3 \u00d7 8 = 24.<\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 3.6 The Associative Property: Multiply with 3 Factors
      \nSolve & Share<\/strong><\/h3>\n

      Gina has 2 quilts. Each quilt has 5 rows with 3 squares in each row. How many squares are in both quilts? Solve this problem any way you choose. Then find another way to solve the problem.
      \nI can … multiply 3 factors in any order to find a product.
      \n\"Envision
      \nYou can make sense and persevere in solving problems. You can solve this problem in more than one way.<\/h3>\n

      Look Back! Did you get a different answer when you solved the problem a different way? Explain why or why not.<\/p>\n

      Answer:
      \nNumber of squares in both quilts = 30 or Thirty.<\/p>\n

      Explanation:
      \nNumber of quilts Gina has = 2 or Two.
      \nNumber of rows each quilt has = 5 or Five.
      \nNumber of\u00a0 squares in each row = 3 or Three.
      \nNumber of squares in both quilts = Number of quilts Gina has \u00d7 ( Number of rows each quilt has \u00d7 Number of\u00a0 squares in each row )
      \n= 2 \u00d7 ( 5 \u00d7 3)
      \n= 2 \u00d7 15
      \n= 30 or Thirty.<\/p>\n

       <\/p>\n

      Essential Question<\/strong>
      \nHow Can You Multiply 3 Numbers?
      \nAnswer:
      \nMultiply the first number by the second number.
      \nMultiply the product of the first multiplication by the third number.<\/span><\/p>\n

      Explanation:
      \nHow to multiply three numbers:
      \nMultiply the first number by the second number.
      \nMultiply the product of the first multiplication by the third number.<\/span><\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nDrew is joining 3 sections of a quilt. Each section has 2 rows with 4 squares in each row. How many squares are in these 3 sections? Find 3 \u00d7 2 \u00d7 4.
      \nYou can multiply to find the total for an array
      \n\"Envision<\/p>\n

      One Way<\/strong>
      \nFind 3 \u00d7 2 first.
      \n\"Envision
      \n6 rows, 4 squares in each row
      \nThere are 24 squares in all.<\/p>\n

      Another Way<\/strong>
      \nFind 2 \u00d7 4 first.
      \n\"Envision
      \n3 sections, 8 squares in each section
      \nThere are 24 squares in Drew’s quilt.<\/p>\n

      Convince Me! Generalize Use the Associative Property of Multiplication to show two different ways to find c Did you get the same answer both ways? What can you generalize?<\/p>\n

      Answer:
      \nFirst Way:
      \n5 \u00d7 2 \u00d7 3 = 5 \u00d7 (2 \u00d7 3) = \u00a05 \u00d7 6 = \u00a030 or Thirty..
      \nSecond Way:
      \n5 \u00d7 2 \u00d7 3 = (5 \u00d7 2) \u00d7 3 = 10 \u00d7 3 = 30 or Thirty.
      \nIt is generalize that the result for both ways, the answers are same.<\/p>\n

      Explanation:
      \nFirst Way:
      \n5 \u00d7 2 \u00d7 3 = 5 \u00d7 (2 \u00d7 3)
      \n5 \u00d7 2 \u00d7 3 = 5 \u00d7 6
      \n5 \u00d7 2 \u00d7 3 = 30 or Thirty..
      \nSecond Way:
      \n5 \u00d7 2 \u00d7 3 = (5 \u00d7 2) \u00d7 3
      \n5 \u00d7 2 \u00d7 3 = 10 \u00d7 3
      \n5 \u00d7 2 \u00d7 3 = 30 or Thirty.<\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nSarah has 4 pages of stickers in an album. Each page has 3 rows with 2 stickers in each row. How many stickers are in Sarah’s album? You may use objects to help.
      \nAnswer:
      \nNumber of stickers are in Sarah’s album = 24 or Twenty Four.<\/p>\n

      Explanation:
      \nNumber of pages of stickers in an album Sarah has = 4 or Four.
      \nNumber of rows each page has = 3 or Three.
      \nNumber of stickers in each row = 2 or Two.
      \nNumber of stickers are in Sarah’s album = Number of pages of stickers in an album Sarah has \u00d7 Number of rows each page has \u00d7 Number of stickers in each row
      \n= (4 \u00d7 3)\u00d7 2
      \n= 12 \u00d7\u00a0 2
      \n= 24 or Twenty Four.<\/p>\n

       <\/p>\n

      Question 2.
      \nBilly concludes the product of (2 \u00d7 3) \u00d7 5 is not equal to the product of 2 \u00d7 (3 \u00d7 5). Is Billy correct? Explain.
      \nAnswer:
      \nWell, Billy concludes the product of (2 \u00d7 3) \u00d7 5 is not equal to the product of 2 \u00d7 (3 \u00d7 5) is not correct because both the answers are same.<\/p>\n

      Explanation:
      \n(2 \u00d7 3) \u00d7 5 = 6 \u00d7 5 = 30 or Thirty.
      \n2 \u00d7 (3 \u00d7 5) = 2 \u00d7 15 = 30 or Thirty.<\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nIn 3-6, use the Associative Property of Multiplication to find the missing number. You may use objects or draw a picture to help.
      \nQuestion 3.
      \n2 \u00d7 (4 \u00d7 2) = (2 \u00d7 4) \u00d7 ______
      \nAnswer:
      \n2 \u00d7 (4 \u00d7 2) = (2 \u00d7 4) \u00d7 ______
      \n2 \u00d7 (4 \u00d7 2) = (2 \u00d7 4) \u00d7 __2____
      \n2 \u00d7 8 = 8 \u00d7 2
      \n16.<\/p>\n

      Explanation:
      \n2 \u00d7 (4 \u00d7 2) = (2 \u00d7 4) \u00d7 ?
      \n2 \u00d7 (4 \u00d7 2) = (2 \u00d7 4) \u00d7 2
      \n2 \u00d7 8 = 8 \u00d7 2
      \n16 = 16 or Sixteen.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 4.
      \n(3 \u00d7 4) \u00d7 3 = 3 \u00d7 (_____ \u00d7 3)
      \nAnswer:
      \n(3 \u00d7 4) \u00d7 3 = 3 \u00d7 (_____ \u00d7 3)
      \n(3 \u00d7 4) \u00d7 3 = 3 \u00d7 (__4___ \u00d7 3)
      \n12\u00d7 3 = 3 \u00d7 12
      \n36 or Thirty Six.<\/p>\n

      Explanation:
      \n(3 \u00d7 4) \u00d7 3 = 3 \u00d7 (?\u00d7 3)
      \n(3 \u00d7 4) \u00d7 3 = 3 \u00d7 (4\u00d7 3)
      \n12\u00d7 3 = 3 \u00d7 12
      \n36= 36 or Thirty Six.<\/p>\n

       <\/p>\n

      Question 5.
      \n2 \u00d7 (2 \u00d7 3) = (2 \u00d7 2) \u00d7 _______
      \nAnswer:
      \n2 \u00d7 (2 \u00d7 3) = (2 \u00d7 2) \u00d7 ?
      \n2 \u00d7 (2 \u00d7 3) = (2 \u00d7 2) \u00d7 ___3____
      \n2 \u00d7 6 = 4 \u00d7 3
      \n12 or Twelve.<\/p>\n

      Explanation:
      \n2 \u00d7 (2 \u00d7 3) = (2 \u00d7 2) \u00d7 _______.
      \n2 \u00d7 (2 \u00d7 3) = (2 \u00d7 2) \u00d7 ?.
      \n2 \u00d7 (2 \u00d7 3) = (2 \u00d7 2) \u00d7 3.
      \n2 \u00d7 6 = 4 \u00d7 3
      \n12 = 12 or Twelve.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 6.
      \n(3 \u00d7 2) \u00d7 4 = ______ \u00d7 (2 \u00d7 4)
      \nAnswer:
      \n(3 \u00d7 2) \u00d7 4 = ______ \u00d7 (2 \u00d7 4)
      \n(3 \u00d7 2) \u00d7 4 = __3____ \u00d7 (2 \u00d7 4)
      \n6 \u00d7 4 = 3 \u00d7 8
      \n24 or Twenty Four.<\/p>\n

      Explanation:
      \n(3 \u00d7 2) \u00d7 4 = ______ \u00d7 (2 \u00d7 4)
      \n(3 \u00d7 2) \u00d7 4 = ? \u00d7 (2 \u00d7 4)
      \n(3 \u00d7 2) \u00d7 4 = 3 \u00d7 (2 \u00d7 4)
      \n6 \u00d7 4 = 3 \u00d7 8
      \n24 = 24 or Twenty Four.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>In 7-12, use the Associative Property of Multiplication to find the missing number. You may use objects or draw a picture to help.
      \nQuestion 7.
      \n8 \u00d7 (3 \u00d7 6) = (8 \u00d7 3) \u00d7 ______
      \nAnswer:
      \n8 \u00d7 (3 \u00d7 6) = (8 \u00d7 3) \u00d7 ______
      \n8 \u00d7 (3 \u00d7 6) = (8 \u00d7 3) \u00d7 __6____.
      \n8 \u00d7 18 = 24 \u00d7 6
      \n144 or One hundred and Forty Four.<\/p>\n

      Explanation:
      \n8 \u00d7 (3 \u00d7 6) = (8 \u00d7 3) \u00d7 ______.
      \n8 \u00d7 (3 \u00d7 6) = (8 \u00d7 3) \u00d7 ?
      \n8 \u00d7 (3 \u00d7 6) = (8 \u00d7 3) \u00d7 6
      \n8 \u00d7 18 = 24 \u00d7 6
      \n144 = 144 or One hundred and Forty Four.<\/p>\n

       <\/p>\n

      Question 8.
      \n5 \u00d7 (6 \u00d7 9) = (5 \u00d7 6) \u00d7 _______
      \nAnswer:
      \n5 \u00d7 (6 \u00d7 9) = (5 \u00d7 6) \u00d7 _______
      \n5 \u00d7 (6 \u00d7 9) = (5 \u00d7 6) \u00d7 ?
      \n5 \u00d7 54 = 30 \u00d7 9
      \n270 = 270 or Two hundred and seventy.<\/p>\n

      Explanation:
      \n5 \u00d7 (6 \u00d7 9) = (5 \u00d7 6) \u00d7 _______.
      \n5 \u00d7 (6 \u00d7 9) = (5 \u00d7 6) \u00d7 ?
      \n5 \u00d7 (6 \u00d7 9) = (5 \u00d7 6) \u00d7 9
      \n5 \u00d7 54 = 30 \u00d7 9
      \n270 = 270 or Two hundred and seventy.<\/p>\n

       <\/p>\n

      Question 9.
      \n5 \u00d7 (7 \u00d7 2) = (5 \u00d7 7) \u00d7 _______
      \nAnswer:
      \n5 \u00d7 (7 \u00d7 2) = (5 \u00d7 7) \u00d7 _______
      \n5 \u00d7 (7 \u00d7 2) = (5 \u00d7 7) \u00d7 ?
      \n5 \u00d7 14 = 35 \u00d7 2
      \n70 or 70 or Seventy.<\/p>\n

      Explanation:
      \n5 \u00d7 (7 \u00d7 2) = (5 \u00d7 7) \u00d7 _______.
      \n5 \u00d7 (7 \u00d7 2) = (5 \u00d7 7) \u00d7 ?
      \n5 \u00d7 (7 \u00d7 2) = (5 \u00d7 7) \u00d7 2
      \n5 \u00d7 14 = 35 \u00d7 2
      \n70 or 70 or Seventy.<\/p>\n

       <\/p>\n

      Question 10.
      \n5 \u00d7 (2 \u00d7 9) = (5 \u00d7 _____) \u00d7 9
      \nAnswer:
      \n5 \u00d7 (2 \u00d7 9) = (5 \u00d7 _____) \u00d7 9
      \n5 \u00d7 (2 \u00d7 9) = (5 \u00d7 ?) \u00d7 9
      \n5 \u00d7 (2 \u00d7 9) = (5 \u00d7 2) \u00d7 9
      \n5 \u00d7 18 =\u00a0 10 \u00d7 9
      \n90 = 90 or Ninety.<\/p>\n

      Explanation:
      \n5 \u00d7 (2 \u00d7 9) = (5 \u00d7 _____) \u00d7 9
      \n5 \u00d7 (2 \u00d7 9) = (5 \u00d7 ?) \u00d7 9
      \n5 \u00d7 (2 \u00d7 9) = (5 \u00d7 2) \u00d7 9
      \n5 \u00d7 18 =\u00a0 10 \u00d7 9
      \n90 = 90 or Ninety.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 11.
      \n3 \u00d7 (2 \u00d7 5) = (3 \u00d7 2) \u00d7 ______
      \nAnswer:
      \n3 \u00d7 (2 \u00d7 5) = (3 \u00d7 2) \u00d7 ?
      \n3 \u00d7 (2 \u00d7 5) = (3 \u00d7 2) \u00d7 5
      \n3 \u00d7 10 = 6 \u00d7 5
      \n30 = 30 or Thirty.<\/p>\n

      Explanation:
      \n3 \u00d7 (2 \u00d7 5) = (3 \u00d7 2) \u00d7 ______
      \n3 \u00d7 (2 \u00d7 5) = (3 \u00d7 2) \u00d7 ?
      \n3 \u00d7 (2 \u00d7 5) = (3 \u00d7 2) \u00d7 5
      \n3 \u00d7 10 = 6 \u00d7 5
      \n30 = 30 or Thirty.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 12.
      \n4 \u00d7 (2 \u00d7 2) = (4 \u00d7 _____) \u00d7 2
      \nAnswer:
      \n4 \u00d7 (2 \u00d7 2) = (4 \u00d7 _____) \u00d7 2
      \n4 \u00d7 (2 \u00d7 2) = (4 \u00d7 ?) \u00d7 2
      \n4 \u00d7 (2 \u00d7 2) = (4 \u00d7 2) \u00d7 2
      \n4 \u00d7 4 = 8 \u00d7 2
      \n16 = 16 or Sixteen.<\/p>\n

      Explanation:
      \n4 \u00d7 (2 \u00d7 2) = (4 \u00d7 _____) \u00d7 2
      \n4 \u00d7 (2 \u00d7 2) = (4 \u00d7 ?) \u00d7 2
      \n4 \u00d7 (2 \u00d7 2) = (4 \u00d7 2) \u00d7 2
      \n4 \u00d7 4 = 8 \u00d7 2
      \n16 = 16 or Sixteen.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      In 13-18, use the Associative Property of Multiplication to find the product. You may use objects or draw a picture to help.
      \nQuestion 13.
      \n2 \u00d7 3 \u00d7 2 = ______
      \nAnswer:
      \n2 \u00d7 3 \u00d7 2 = __12 or Twelve____.<\/p>\n

      Explanation:
      \n2 \u00d7 3 \u00d7 2 = ??
      \n= (2 \u00d7 3) \u00d7 2
      \n= 6 \u00d7 2
      \n= 12 or Twelve.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 14.
      \n3 \u00d7 6 \u00d7 2 = ______
      \nAnswer:
      \n3 \u00d7 6 \u00d7 2 = ______
      \nExplanation:
      \n3 \u00d7 6 \u00d7 2 = ??
      \n3 \u00d7 6 \u00d7 2
      \n= (3 \u00d7 6) \u00d7 2
      \n= 18 \u00d7 2
      \n= 36 or Thirty Six.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 15.
      \n2 \u00d7 6 \u00d7 2 = ______
      \nAnswer:
      \n2 \u00d7 6 \u00d7 2 = __24 or Twenty Four____.<\/p>\n

      Explanation:
      \n2 \u00d7 6 \u00d7 2 = ??
      \n(2 \u00d7 6) \u00d7 2
      \n= 12 \u00d7 2
      \n= 24 or Twenty Four.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 16.
      \n5 \u00d7 2 \u00d7 4 = _______
      \nAnswer:
      \n5 \u00d7 2 \u00d7 4 = __ 40 or Forty_____.<\/p>\n

      Explanation:
      \n5 \u00d7 2 \u00d7 4 = ??
      \n(5 \u00d7 2) \u00d7 4
      \n= 10 \u00d7 4
      \n= 40 or Forty.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 17.
      \n5 \u00d7 2 \u00d7 2 = ________
      \nAnswer:
      \n5 \u00d7 2 \u00d7 2 = __20 or Twenty.______.<\/p>\n

      Explanation:
      \n5 \u00d7 2 \u00d7 2 = ??
      \n(5 \u00d7 2) \u00d7 2
      \n= 10 \u00d7 2
      \n= 20 or Twenty.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 18.
      \n3 \u00d7 3 \u00d7 2 = _______
      \nAnswer:
      \n3 \u00d7 3 \u00d7 2 = __18 or Eighteen.____.<\/p>\n

      Explanation:
      \n3 \u00d7 3 \u00d7 2 = ??
      \n(3 \u00d7 3) \u00d7 2
      \n= 9 \u00d7 2
      \n= 18 or Eighteen.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving<\/strong><\/p>\n

      \"Envision
      \nQuestion 19.
      \nReasoning<\/strong> There are 7 mockingbird nests at a park with eggs in them. What is the greatest number of eggs there could be at this park? What is the least number of eggs there could be?
      \nAnswer:
      \nThe greatest number of eggs there could be at this park = 35 or Thirty Five.
      \nThe least number of eggs there could be at this park = 21 or Twenty One.<\/p>\n

      Explanation:
      \nCase:1: If mockingbird\u00a0 lays 3 eggs in the nests at a park.
      \nNumber of mockingbird nests at a park\u00a0 = 7 or Seven.
      \nNumber of mockingbird nests at a park with eggs = 3 or Three.
      \nNumber of eggs there could be at this park = Number of mockingbird nests at a park\u00a0 \u00d7 Number of mockingbird nests at a park with eggs
      \n= 7 \u00d7 3
      \n= 21 or Twenty One.<\/p>\n

      Case:2: If mockingbird\u00a0 lays 3 eggs in the nests at a park.
      \nNumber of mockingbird nests at a park\u00a0 = 7 or Seven.
      \nNumber of mockingbird nests at a park with eggs = 4 or Four.
      \nNumber of eggs there could be at this park = Number of mockingbird nests at a park\u00a0 \u00d7 Number of mockingbird nests at a park with eggs
      \n= 7 \u00d7 4
      \n= 28 or Twenty Eight.<\/p>\n

      Case:3: If mockingbird\u00a0 lays 5 eggs in the nests at a park.
      \nNumber of mockingbird nests at a park\u00a0 = 7 or Seven.
      \nNumber of mockingbird nests at a park with eggs = 5 or Five.
      \nNumber of eggs there could be at this park = Number of mockingbird nests at a park\u00a0 \u00d7 Number of mockingbird nests at a park with eggs
      \n= 7 \u00d7 5
      \n= 35 or Thirty Five.<\/p>\n

       <\/p>\n

      Question 20.
      \nAt another park, there are 3 mockingbird nests with 4 eggs in each nest and 1 more nest with 3 eggs. How many eggs are there at this park?
      \nAnswer:
      \nTotal number of eggs\u00a0 at this park = 15 or Fifteen.<\/p>\n

      Explanation:
      \nNumber of mockingbird nests at a park\u00a0 = 3 or Three.
      \nNumber of mockingbird nests at a park with eggs = 4 or Four.
      \nNumber of mockingbird nests at a park\u00a0 extra = 1 or One.
      \nNumber of mockingbird nests at a park with eggs extra = 3 or Three.
      \nTotal number of eggs\u00a0 at this park = (Number of mockingbird nests at a park\u00a0 \u00d7 Number of mockingbird nests at a park with eggs ) + (Number of mockingbird nests at a park\u00a0 extra \u00d7 Number of mockingbird nests at a park with eggs extra)
      \n= (3 \u00d7 4) + (1 \u00d7 3)
      \n= 12 + 3
      \n= 15 or Fifteen.<\/p>\n

       <\/p>\n

      Question 21.
      \nMaria says she can find the product for 2 \u00d7 3 \u00d7 4 by solving 3 \u00d7 2 \u00d7 4. Is Maria correct? Explain.
      \nAnswer:
      \nYes, Maria is correct because both the equations are same.<\/p>\n

      Explanation:
      \n2 \u00d7 3 \u00d7 4
      \n= (2 \u00d7 3) \u00d7 4
      \n= 6 \u00d7 4
      \n= 24 or Twenty Four.<\/p>\n

      3 \u00d7 2 \u00d7 4
      \n= (3 \u00d7 2) \u00d7 4
      \n= 6 \u00d7 4
      \n= 24 or Twenty Four.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 22.
      \nAnita has 2 arrays. Each array has 3 rows of 3 counters. Explain why Anita can use the Associative Property to find the total number of counters in two different ways.
      \nAnswer:
      \nWay:1:
      \nTotal number of counters = Number of Arrays Anita has \u00d7 Number of rows in each Array \u00d7 Number of counters in each Array
      \n= 2 \u00d7 3 \u00d7 3
      \n= 6 \u00d7 3
      \n= 18 or Eighteen.<\/p>\n

      Way:2:
      \nTotal number of counters = Number of counters in each Array \u00d7 Number of rows in each Array \u00d7 Number of Arrays Anita has
      \n= 3 \u00d7 3 \u00d7 2
      \n= 9 \u00d7 2
      \n= 18 or Eighteen.<\/p>\n

      Explanation:
      \nWay:1:
      \nNumber of Arrays Anita has = 2 or Two.
      \nNumber of rows in each Array = 3 or Three.
      \nNumber of counters in each Array = 3 or Three.
      \nTotal number of counters = Number of Arrays Anita has \u00d7 Number of rows in each Array \u00d7 Number of counters in each Array
      \n= 2 \u00d7 3 \u00d7 3
      \n= (2 \u00d7 3) \u00d7 3
      \n= 6 \u00d7 3
      \n= 18 or Eighteen.<\/p>\n

      Way:2:
      \nNumber of counters in each Array = 3 or Three.
      \nNumber of rows in each Array = 3 or Three.
      \nNumber of Arrays Anita has = 2 or Two.
      \nTotal number of counters = Number of counters in each Array \u00d7 Number of rows in each Array \u00d7 Number of Arrays Anita has
      \n= 3 \u00d7 3 \u00d7 2
      \n= (3 \u00d7 3) \u00d7 2
      \n= 9 \u00d7 2
      \n= 18 or Eighteen.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 23.
      \nAlgebra Which number makes both equations true?
      \n4 \u00d7 (3 \u00d7 2) = (4 \u00d7 ?) \u00d7 2
      \n3 \u00d7 (5 \u00d7 2) = (? \u00d7 5) \u00d7 2
      \nAnswer:
      \n3 or Three number makes both equations true.
      \nExplanation:
      \n4 \u00d7 (3 \u00d7 2) = (4 \u00d7 ?) \u00d7 2
      \n= 4 \u00d7 (3 \u00d7 2) = (4 \u00d7 3) \u00d7 2
      \n= 4 \u00d7 6 = 12 \u00d72
      \n= 24 = 24.<\/p>\n

      3 \u00d7 (5 \u00d7 2) = (? \u00d7 5) \u00d7 2
      \n= 3 \u00d7 (5 \u00d7 2) = (3 \u00d7 5) \u00d7 2
      \n= 3 \u00d7 10 = 15 \u00d7 2
      \n= 30 = 30.<\/p>\n

       <\/p>\n

      Question 24.
      \nHigher Order Thinking<\/strong>
      \nHow do you know that 4 \u00d7 2 \u00d7 2 is the same as 4 \u00d7 4? Explain.
      \nAnswer:
      \n4 \u00d7 2 \u00d7 2 is the same as 4 \u00d7 4 because their product value is same.<\/p>\n

      Explanation:
      \n4 \u00d7 2 \u00d7 2
      \n= (4 \u00d7 2) \u00d7 2
      \n= 8 \u00d7 2
      \n= 16 or Sixteen.<\/p>\n

      4 \u00d7 4
      \n= 16 or Sixteen.<\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 25.
      \nUse properties of operations to select all the expressions that could be used to find 7 \u00d7 1 \u00d7 3.
      \n\u2610 (7 \u00d7 1) \u00d7 3
      \n\u2610 7 \u00d7 (1 \u00d7 3)
      \n\u2610 (1 \u00d7 7) \u00d7 3
      \n\u2610 7 \u00d7 1 \u00d7 1
      \n\u2610 7 \u00d7 (3 \u00d7 1)
      \nAnswer:
      \nExpressions that could be used to find 7 \u00d7 1 \u00d7 3:
      \n\u2610 (7 \u00d7 1) \u00d7 3
      \n\u2610 7 \u00d7 (1 \u00d7 3)
      \n\u2610 (1 \u00d7 7) \u00d7 3
      \n\u2610 7 \u00d7 (3 \u00d7 1)<\/p>\n

      Explanation:
      \nExpressions that could be used to find 7 \u00d7 1 \u00d7 3:
      \n(7 \u00d7 1) \u00d7 3
      \n7 \u00d7 (1 \u00d7 3)
      \n(7 \u00d7 3) \u00d7 1
      \n7 \u00d7 (3 \u00d7 1)
      \n(1 \u00d7 7) \u00d7 3
      \n1 \u00d7 (7 \u00d7 3)<\/p>\n

       <\/p>\n

      Question 26.
      \nAn expression is shown. Select all the equivalent expressions.
      \n4 \u00d7 2 \u00d7 3
      \nYou can use properties to solve problems in different ways.
      \n\u2610 4 \u00d7 (2 \u00d7 3)
      \n\u2610 (4 \u00d7 2) \u00d7 3
      \n\u2610 (2 \u00d7 4) \u00d7 3
      \n\u2610 (4 \u00d7 2) \u00d7 4
      \n\u2610 (3 \u00d7 2) \u00d7 2.
      \nAnswer:
      \nExpressions that could be used to find 4 \u00d7 2 \u00d7 3:
      \n\u2610 4 \u00d7 (2 \u00d7 3)
      \n\u2610 (4 \u00d7 2) \u00d7 3
      \n\u2610 (2 \u00d7 4) \u00d7 3<\/p>\n

      Explanation:
      \nExpressions that could be used to find 4 \u00d7 2 \u00d7 3:
      \n(4 \u00d7 2) \u00d7 3
      \n4 \u00d7 (2 \u00d7 3)
      \n(4 \u00d7 3) \u00d7 2
      \n4 \u00d7 (3 \u00d7 2)
      \n(2 \u00d7 4) \u00d7 3:
      \n2 \u00d7 (4 \u00d7 3)<\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 3.7 Problem Solving
      \nRepeated Reasoning<\/strong>
      \nSolve<\/strong>
      \nYou have learned that you can use known facts to find unknown facts. For each of the 4 multiplication facts below, list two multiplication facts from the box that can be added to find the given product. The first solution is completed for you.
      \nWhat do you notice about the facts you used to find the products when 6 or 7 is a factor?<\/h3>\n

      I can.. use reasoning to look for and describe general strategies for finding products.
      \n\"Envision<\/p>\n

      Thinking Habits<\/strong>
      \nBe a good thinker! These questions can help you.<\/p>\n

        \n
      • Are any calculations repeated?<\/li>\n
      • Can I generalize from examples?<\/li>\n
      • What shortcuts do I notice?
        \n\"Envision<\/li>\n<\/ul>\n

        Look Back! Generalize Use your observations from your work above to complete these facts.
        \n(______ \u00d7 6) + (_____ \u00d7 6) = 36
        \n(______ \u00d7 7) + (_____ \u00d7 7) = 49
        \nAnswer:
        \n(______ \u00d7 6) + (_____ \u00d7 6)
        \n= (___5___ \u00d7 6) + (__1___ \u00d7 6)
        \n= 30 + 6
        \n= 36.<\/p>\n

        (______ \u00d7 7) + (_____ \u00d7 7)
        \n= (___6___ \u00d7 7) + (__1___ \u00d7 7)
        \n= 42 + 7
        \n= 49.<\/p>\n

        Explanation:
        \n(______ \u00d7 6) + (_____ \u00d7 6) = 36.
        \n(___5___ \u00d7 6) + (__1___ \u00d7 6) = 36.
        \n30 + 6= 36.<\/p>\n

        (______ \u00d7 7) + (_____ \u00d7 7) = 49.
        \n(___6___ \u00d7 7) + (__1___ \u00d7 7) = 49.
        \n42 + 7= 49.<\/p>\n

         <\/p>\n


        \nEssential Question<\/strong>
        \nHow Can You Use Repeated Reasoning When Multiplying?
        \nAnswer:
        \n\u201cRepeated reasoning\u201d means, why looking for and expressing regularity in it is such a valuable mathematical habit of mind, and how that differs from analyzing structure (MP 7) and from finding patterns in numerical results.<\/p>\n

        Explanation:
        \nTo make sense of the\u00a0Common Core State Standards<\/em>\u00a0mathematical practice (MP) 8, this article illustrates what \u201crepeated reasoning\u201d means, why looking for and expressing regularity in it is such a valuable mathematical habit of mind, and how that differs from analyzing structure (MP 7) and from finding patterns in numerical results.<\/p>\n

         <\/p>\n

        Visual Learning Bridge<\/strong>
        \nEllie wrote the equations below to find the total number of squares in each of these rectangles. Look at the equations. Known facts with which factors are used repeatedly to find the products?
        \n\"Envision
        \nA. 3 \u00d7 6 = (2 \u00d7 6) + (1 \u00d7 6) = 12 + 6 = 18
        \nB. 4 \u00d7 9 = (2 \u00d7 9) + (2 \u00d7 9) = 18 + 18 = 36
        \nC. 6 \u00d7 8 = (5 \u00d7 8) + (1 \u00d7 8) = 40 + 8 = 48
        \nD. 7 \u00d7 7 = (5 \u00d7 7) + (2 \u00d7 7) = 35 + 14 = 49
        \nWhat do I need to do to complete the task?
        \nI need to see if there are known facts that can be used repeatedly to find other facts.<\/p>\n

        How can I make a generalization from repeated reasoning?
        \nI can<\/p>\n

          \n
        • look for repeated calculations.<\/li>\n
        • make generalizations about the repeated calculations.<\/li>\n
        • test whether my generalizations work for other numbers.<\/li>\n<\/ul>\n

          Here’s my thinking…
          \nI see that the factors
          \n1, 2, and 5 are used repeatedly.
          \nI see two generalizations.
          \nI can break facts with 3 or 4 into 2s and 1s facts.
          \n3 \u00d7 6 = (2 \u00d7 6) + (1\u00d7 6)
          \n4 \u00d7 9 = (2 \u00d7 9) + (2 \u00d7 9)<\/p>\n

          I can break facts with 6 or 7 into 5s, 25, and 1s facts.
          \n6 \u00d7 8 = (5 \u00d7 8) + (1 \u00d7 8)
          \n7 \u00d7 7 = (5 \u00d7 7) + (2 \u00d7 7)<\/p>\n

          I can test this with other facts.
          \n3 \u00d7 5 = (2 \u00d7 5) + (1 \u00d7 5)
          \n6 \u00d7 7 = (5 \u00d7 7) + (1 \u00d7 7)<\/p>\n

          Convince Me! Generalize Use the generalizations above to complete each of the following. Tell how you decided.
          \n7 \u00d7 5 = (____) + (______)
          \n7 \u00d7 6 = (____) + (______)<\/p>\n

          Answer:
          \n7 \u00d7 5 = (____) + (______)
          \n7 \u00d7 5 = (4 \u00d7 5) + (3 \u00d7 5) = 35 or Thirty Five.<\/p>\n

          7 \u00d7 6 = (____) + (______)
          \n7 \u00d7 6 = (2 \u00d7 6) + (5 \u00d7 6) = 42 or Forty Two.<\/p>\n

          Explanation:
          \n7 \u00d7 5 = (4 \u00d7 5) + (3 \u00d7 5)
          \n7 \u00d7 5 = 20 + 15
          \n7 \u00d7 5 = 35 or Thirty Five.<\/p>\n

          7 \u00d7 6 = (____) + (______)
          \n7 \u00d7 6 = (2 \u00d7 6) + (5 \u00d7 6)
          \n7 \u00d7 6 = 12 + 30
          \n7 \u00d7 6 = 42 or Forty Two.<\/p>\n

           <\/p>\n

           <\/p>\n

          Guided Practice
          \n<\/strong>Generalize<\/strong> Ricardo wrote the equations below.
          \n\"Envision
          \nQuestion 1.
          \nWhich factors did Ricardo use repeatedly to find the products? Make a generalization.
          \n3 \u00d7 8 = (2 \u00d7 8) + (1 \u00d7 8) = 24
          \n3 \u00d7 7 = (2 \u00d7 7) + (1 \u00d7 7) = 21
          \n6 \u00d7 3 = (6 \u00d7 1) + (6 \u00d7 2) = 18
          \nAnswer:
          \n3 \u00d7 8 = (2 \u00d7 8) + (1 \u00d7 8) = 24 True.
          \n3 \u00d7 7 = (2 \u00d7 7) + (1 \u00d7 7) = 21 True.
          \n6 \u00d7 3 = (6 \u00d7 1) + (6 \u00d7 2) = 18 False.<\/p>\n

          Explanation:
          \nFactors which Ricardo used repeatedly to find the products:
          \n3 \u00d7 8 = (2 \u00d7 8) + (1 \u00d7 8) = 24 True.
          \n3 \u00d7 7 = (2 \u00d7 7) + (1 \u00d7 7) = 21 True.
          \n6 \u00d7 3 = (6 \u00d7 1) + (6 \u00d7 2) = 18False.<\/p>\n

           <\/p>\n

           <\/p>\n

           <\/p>\n

          Question 2.
          \nComplete this equation to test whether your generalization is true for other facts. Explain.
          \n3 \u00d7 9 = (__ \u00d7 ____) + (____ \u00d7 ____) = _____
          \nAnswer:
          \n3 \u00d7 9 = (_2__ \u00d7 __9__) + (__1__ \u00d7 __9__) = __ 27 or Twenty Seven___.<\/p>\n

          Explanation:
          \n3 \u00d7 9 = (2 \u00d7 9 ) + (1 \u00d7 9)
          \n3 \u00d7 9 = 18 + 9
          \n3 \u00d7 9 = 27 or Twenty Seven.<\/p>\n

           <\/p>\n

           <\/p>\n

          Independent Practice
          \n<\/strong>Generalize<\/strong>
          \nMary wrote the equations at the right.
          \nQuestion 3.
          \nWhich factors did Mary use repeatedly to find the products? Make a generalization.
          \n8 \u00d7 7 = (5 \u00d7 7) + (3 \u00d7 7) = 56
          \n6 \u00d7 8 = (6 \u00d7 5) + (6 \u00d7 3) = 48
          \n8 \u00d7 9 = (3 \u00d7 9) + (5 \u00d7 9) = 72
          \nAnswer:
          \n8 \u00d7 7 = (5 \u00d7 7) + (3 \u00d7 7) = 56. True.
          \n6 \u00d7 8 = (6 \u00d7 5) + (6 \u00d7 3) = 48. False.
          \n8 \u00d7 9 = (3 \u00d7 9) + (5 \u00d7 9) = 72. True.<\/p>\n

          Explanation:
          \n8 \u00d7 7 = (5 \u00d7 7) + (3 \u00d7 7) = 35 + 21 = 56. True.
          \n6 \u00d7 8 = (6 \u00d7 5) + (6 \u00d7 3) =\u00a0 30 + 18 = 48. False.
          \n8 \u00d7 9 = (3 \u00d7 9) + (5 \u00d7 9) = 27 + 45 = 72. True.<\/p>\n

           <\/p>\n

           <\/p>\n

           <\/p>\n

          Question 4.
          \nComplete this equation to test whether your generalization is true for other facts. Explain.
          \n8 \u00d7 3 = (____ \u00d7 _____) + (____ \u00d7 _____) = ______
          \nAnswer:
          \n8 \u00d7 3 = (__5__ \u00d7 __3___) + (__3__ \u00d7 _3____) = __24 or Twenty Four____.<\/p>\n

          Explanation:
          \n8 \u00d7 3 = (5 \u00d7 3) + (3 \u00d7 3)
          \n8 \u00d7 3 = 15 + 9
          \n8 \u00d7 3 = 24 or Twenty Four.<\/p>\n

           <\/p>\n

           <\/p>\n

          Question 5.
          \nWhat is another way you can use known facts to solve 8 \u00d7 3? What generalization can you make from this way?
          \nAnswer:
          \nAnother way:
          \n8 \u00d7 3 = (2 \u00d73) + (2 \u00d73) + (2 \u00d73) + (2 \u00d73)
          \n= 6 + 6 + 6 + 6
          \n= 12 + 6 + 6
          \n= 18 + 6 = 24 or Twenty Four.<\/p>\n

          Explanation:
          \nAnother way:
          \n8 \u00d7 3 = (2 \u00d73) + (2 \u00d73) + (2 \u00d73) + (2 \u00d73)
          \n8 \u00d7 3 = 6 + 6 + 6 + 6
          \n8 \u00d7 3 = 12 + 6 + 6
          \n8 \u00d7 3 = 18 + 6
          \n8 \u00d7 3 = 24 or Twenty Four.<\/p>\n

           <\/p>\n

          Problem Solving
          \n<\/strong>Performance Task<\/strong>
          \nBaking Pizzas
          \nAdam is baking 4 pizzas. Each pizza is a rectangle. It takes Adam 35 minutes to bake the pizzas. He divides each pizza into the equal-size square slices shown.
          \n\"Envision<\/p>\n

          Question 6.
          \nMake Sense and Persevere Adam multiplies to find the total number of square slices for each pizza. For each pizza, tell the factors Adam multiplies.
          \nAnswer:
          \nNumber of square slices in pizza 1 = 6 \u00d7 5\u00a0 = 30 or Thirty.
          \nNumber of square slices in pizza 2 = 6 \u00d7 7\u00a0 = 42 or Forty Two.
          \nNumber of square slices in pizza 3 = 4 \u00d7 7\u00a0 = 28 or Twenty Eight.
          \nNumber of square slices in pizza 4 = 4 \u00d7 8\u00a0 = 32 or Thirty Two.<\/p>\n

          Explanation:
          \nNumber of pizzas Adam bakes = 4 or Four.
          \nNumber of square slices in pizza 1 = 6 \u00d7 5 = (3 \u00d7 5) + (3 \u00d7 5) = 15 + 15 = 30 or Thirty.
          \nNumber of square slices in pizza 2 = 6 \u00d7 7 = (3 \u00d7 7) + (3 \u00d7 7) = 21+ 21= 42 or Forty Two.
          \nNumber of square slices in pizza 3 = 4 \u00d7 7 = (2 \u00d7 7) + (2 \u00d7 7) = 14 + 14 = 28 or Twenty Eight.
          \nNumber of square slices in pizza 4 = 4 \u00d7 8 = (2 \u00d7 8) + (2 \u00d7 8) = 16 + 16 = 32 or Thirty Two.<\/p>\n

           <\/p>\n

           <\/p>\n

          Question 7.
          \nUse Structure<\/strong> Look at the facts you wrote in Exercise 6. Break apart these facts into 1s, 2s, or 5s facts to find the total number of slices for each pizza.
          \nPizza 1
          \n(____ \u00d7 _____) = (____ \u00d7 _____) + (_____ \u00d7 ______) = ______
          \nPizza 2
          \n(____ \u00d7 _____) = (____ \u00d7 _____) + (_____ \u00d7 ______) = ______
          \nPizza 3
          \n(____ \u00d7 _____) = (____ \u00d7 _____) + (_____ \u00d7 ______) = ______
          \nPizza 4
          \n(____ \u00d7 _____) = (____ \u00d7 _____) + (_____ \u00d7 ______) = ______
          \nAnswer:
          \nPizza 1
          \n(__6__ \u00d7 __5___) = (__3__ \u00d7 __5___) + (___3__ \u00d7 ___5___) = __30____.
          \nPizza 2
          \n(__6__ \u00d7 _7____) = (__3__ \u00d7 __7___) + (__3___ \u00d7 ___7___) = __42____.
          \nPizza 3
          \n(__4__ \u00d7 __7___) = (__2__ \u00d7 ___7__) + (__2___ \u00d7 __7____) = __28____.
          \nPizza 4
          \n(__4__ \u00d7 __8___) = (__2__ \u00d7 __8___) + (__2___ \u00d7 ___8___) = ___32___.<\/p>\n

          Explanation:
          \nPizza 1
          \n6 \u00d7 5 = (3 \u00d7 5) + (3 \u00d7 5) = 15 + 15 = 30 or Thirty.
          \nPizza 2
          \n(3 \u00d7 7) + (3 \u00d7 7) = 21+ 21 = 42 or Forty Two.
          \nPizza 3
          \n4 \u00d7 7 = (2 \u00d7 7) + (2 \u00d7 7) = 14 + 14 = 28 or Twenty Eight.
          \nPizza 4
          \n4 \u00d7 8 = (2 \u00d7 8) + (2 \u00d7 8) = 16 + 16 = 32 or Thirty Two.<\/p>\n

           <\/p>\n

           <\/p>\n

           <\/p>\n

          Question 8.
          \nGeneralize<\/strong> Look at how you used the 1s, 2s, and 5s facts above. What generalizations can you make? Test your generalizations with another fact.
          \n\"Envision
          \nAnswer:
          \nThe generalizations we can make is that using1s,2s,3s,4s and 5s , we can multiply the numbers and get the correct answer asked in the problem.<\/p>\n

          Explanation:
          \nBy using 1s,2s,3s,4s,5s,6s we can get the correct solution for the problem using multiplication.<\/p>\n

           <\/p>\n

          Question 9.
          \nCritique Reasoning<\/strong>
          \nLook at the model for Pizza 3. Adam says he can use 2s facts to solve 4 \u00d7 7 or 7 \u00d7 4. Is he correct? Explain.
          \nAnswer:
          \nHe is correct, we can use\u00a0 2s facts to solve 4 \u00d7 7 or 7 \u00d7 4.<\/p>\n

          Explanation:
          \n4 \u00d7 7 = (2 \u00d7 7) + (2 \u00d7 7)
          \n4 \u00d7 7 = 14 + 14
          \n4 \u00d7 7 = 28 or Twenty Eight.<\/p>\n

          7 \u00d7 4 = (2 \u00d7 4) + (2 \u00d7 4) + (3 \u00d7 4)
          \n7 \u00d7 4 = 8+ 8+ 12
          \n7 \u00d7 4 = 16+ 12
          \n7 \u00d7 4 = 28 or Twenty Eight.<\/p>\n

           <\/p>\n

           <\/p>\n

          Topic 3 Fluency Review Activity<\/h3>\n

          Follow the path
          \nShade a path from START to FINISH. Follow the differences that are correct. You can only move up, down, right, or left.
          \nI can … subtract within 100.
          \n\"Envision
          \nAnswer:
          \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

          Explanation:
          \nCorrect Subtraction equations which are shaded:
          \nStart: 75 – 13 = 62.
          \n99 – 36 = 63.
          \n59 – 37 = 22.
          \n46 – 27 = 19.
          \n65 – 59 = 6.
          \n81 – 29 = 52.
          \n67 – 19 = 48.
          \n78 – 35 = 43. Finish
          \nOther equations are wrongly subtracted.<\/p>\n

          <\/h3>\n

          <\/h3>\n

          Topic 3 Vocabulary Review<\/h3>\n

          Understand Vocabulary
          \nWord List<\/p>\n

            \n
          • Associative (Grouping) Property of Multiplication<\/li>\n
          • Commutative (Order) Property of Multiplication<\/li>\n
          • Distributive Property<\/li>\n
          • factor<\/li>\n
          • Identity (One) Property of Multiplication<\/li>\n
          • multiple<\/li>\n
          • product<\/li>\n
          • Zero Property of Multiplication<\/li>\n<\/ul>\n

            Match the example to the term.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for
            \nExplanation:
            \nThe\u00a0 Associative property is a math rule that says that the way in which factors are grouped in a multiplication problem does not change the product.
            \nCommutative property states that the change in the order of numbers in an addition or multiplication operation does not change the sum or the product. The Commutative property\u00a0of addition is written as: A + B = B + A.
            \nThe\u00a0distributive property\u00a0tells us how to solve expressions in the form of a(b + c). The\u00a0distributive property is sometimes called the distributive law of multiplication.
            \nThe \u00a0identity property of 1 says that any number multiplied by 1 keeps its identity . In other words, any number multiplied by 1 stays the same. The reason the number stays the same is because multiplying by 1 means we have 1 copy of the number<\/p>\n

             <\/p>\n

             <\/p>\n

            Write T for true or F for false.
            \n<\/strong>Question 5.
            \n______ 3 and 8 are multiples of 24.
            \nAnswer:
            \n___T___ 3 and 8 are multiples of 24.<\/p>\n

            Explanation:
            \n3 \u00d7 8 = 24.<\/p>\n

            Question 6.
            \n________ You can multiply factors in any order.
            \nAnswer:
            \n___T_____ You can multiply factors in any order.<\/p>\n

            Explanation:
            \nTrue you can multiply factors in any order.
            \nExample:
            \n3 \u00d7 8 = 24.
            \n8 \u00d7 3 = 24.<\/p>\n

             <\/p>\n

            Question 7.
            \n________ The product of zero and any number is that number.
            \nAnswer:
            \n___F_____ The product of zero and any number is that number.<\/p>\n

            Explanation:
            \n0 \u00d7 2 = infinity.
            \n2 \u00d7 0 = 0 or Zero.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 8.
            \n________ There are 3 factors in the equation 5 \u00d7 3 \u00d7 2 = 30.
            \nAnswer:
            \n____T____ There are 3 factors in the equation 5 \u00d7 3 \u00d7 2 = 30.<\/p>\n

            Explanation:
            \n2 \u00d7 15 = 30.
            \n3 \u00d7 10 = 30.
            \n5 \u00d7 6 = 30.<\/p>\n

             <\/p>\n

             <\/p>\n

            Use Vocabulary in Writing<\/strong>
            \nQuestion 9.
            \nExplain how to use 8 \u00d7 5 = 40 to find 8 \u00d7 6. Use at least 2 terms from the Word List in your explanation.
            \nAnswer:
            \n8 \u00d7 5 = 40.
            \n8 \u00d7 6 = (8 \u00d7 5 ) + (8 \u00d7 1 ) = 48 or Forty Eight.<\/p>\n

            Explanation:
            \n8 \u00d7 5 = 40.
            \n8 \u00d7 6 = (8 \u00d7 5 ) + (8 \u00d7 1 )
            \n8 \u00d7 6 = 40 + 8
            \n8 \u00d7 6 = 48 or Forty Eight.<\/p>\n

             <\/p>\n

             <\/p>\n

             <\/p>\n

            Topic 3 Reteaching
            \nSet A pages 77-80<\/strong><\/h3>\n

            You can break an array into 2 smaller arrays.
            \n\"Envision
            \nYou can write an unknown fact as the sum of 2 known facts.
            \n4 \u00d7 8 = (3 \u00d7 8) + (1 \u00d7 8)<\/p>\n

            Remember<\/strong> that the Distributive Property says that a multiplication fact can be broken apart into the sum of two other multiplication facts.<\/p>\n

            In 1 and 2, find the missing value.
            \nQuestion 1.
            \n_____ \u00d7 4 = (2 \u00d7 4) + (2 \u00d7 4)
            \nAnswer:
            \n__4___ \u00d7 4 = (2 \u00d7 4) + (2 \u00d7 4).<\/p>\n

            Explanation:
            \n_____ \u00d7 4 = (2 \u00d7 4) + (2 \u00d7 4).
            \n? \u00d7 4 = (2 \u00d7 4) + (2 \u00d7 4)
            \n4 \u00d7 4 = (2 \u00d7 4) + (2 \u00d7 4)
            \n4 \u00d7 4 = 8 + 8
            \n4 \u00d7 4 = 16 or Sixteen.<\/p>\n

             <\/p>\n

             <\/p>\n

             <\/p>\n

            Question 2.
            \n6 \u00d7 5 = (4 \u00d7 5) + (______ \u00d7 5)
            \nAnswer:
            \n6 \u00d7 5 = (4 \u00d7 5) + (__2____ \u00d7 5)<\/p>\n

            Explanation:
            \n6 \u00d7 5 = (4 \u00d7 5) + (? \u00d7 5)
            \n6 \u00d7 5 = (4 \u00d7 5) + (2 \u00d7 5)
            \n6 \u00d7 5 = 20 + 10
            \n6 \u00d7 5 = 30 or Thirty.<\/p>\n

             <\/p>\n

             <\/p>\n

            Set B pages 81-84
            \n<\/strong>Find 3 \u00d7 4.
            \nYou can use a 2s fact to help multiply by 3.
            \n\"Envision
            \nYou can also find 4s facts.
            \n3 \u00d7 4 = (3 \u00d7 2) + (3 \u00d7 2) = 6 + 6 = 12<\/p>\n

            Remember<\/strong> that to find a 3s fact, add a 2s fact and a 1s fact. To find a 4s fact, double the product of a 2s fact.<\/p>\n

            Question 1.
            \n3 \u00d7 7 = _______
            \nAnswer:
            \n3 \u00d7 7 = __(3 \u00d7 2) + (3 \u00d7 2) + (3 \u00d7 3)_= 6 + 6 + 9_= 21 or Twenty One__.<\/p>\n

            Explanation:
            \n3 \u00d7 7 = (3 \u00d7 2) + (3 \u00d7 2) + (3 \u00d7 3)
            \n3 \u00d7 7 = 6 + 6 + 9
            \n3 \u00d7 7 = 12 + 9
            \n3 \u00d7 7 = 21 or Twenty One.<\/p>\n

             <\/p>\n

             <\/p>\n

             <\/p>\n

            Question 2.
            \n4 \u00d7 9 = _______
            \nAnswer:
            \n4 \u00d7 9 = _ (4 \u00d7 5) + (4 \u00d7 2) + (4 \u00d7 2)__= 20 + 8 + 8__= 36 or Thirty Six__.<\/p>\n

            Explanation:
            \n4 \u00d7 9 = (4 \u00d7 5) + (4 \u00d7 2) + (4 \u00d7 2)
            \n4 \u00d7 9 = 20 + 8 + 8
            \n4 \u00d7 9 = 28 + 8
            \n4 \u00d7 9 = 36 or Thirty Six.<\/p>\n

             <\/p>\n

            Question 3.
            \n4 \u00d7 10 = _______
            \nAnswer:
            \n4 \u00d7 10 = _(4 \u00d7 2) + (4 \u00d7 2) + (4 \u00d7 2) + (4 \u00d7 2) + (4 \u00d7 2)_= 8 + 8 + 8 + 8 + 8_= 40 or Forty____.<\/p>\n

            Explanation:
            \n4 \u00d7 10 = (4 \u00d7 2) + (4 \u00d7 2) + (4 \u00d7 2) + (4 \u00d7 2) + (4 \u00d7 2)
            \n4 \u00d7 10 = 8 + 8 + 8 + 8 + 8
            \n4 \u00d7 10 = 16 + 8 + 8 + 8
            \n4 \u00d7 10 = 24 + 8 + 8
            \n4 \u00d7 10 = 32 + 8
            \n4 \u00d7 10 = 40 or Forty.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 4.
            \n3 \u00d7 10 = ______
            \nAnswer:
            \n3 \u00d7 10 =\u00a0 _(3 \u00d7 2) + (3 \u00d7 2) + (3 \u00d7 2) + (3 \u00d7 2) + (3 \u00d7 2)_= 6 + 6 + 6 + 6 + 6_= 30 or Thirty____.<\/p>\n

            Explanation:
            \n3 \u00d7 10 = (3 \u00d7 2) + (3 \u00d7 2) + (3 \u00d7 2) + (3 \u00d7 2) + (3 \u00d7 2)
            \n3 \u00d7 10 = 6 + 6 + 6 + 6 + 6
            \n3 \u00d7 10 = 12 + 6 + 6 + 6
            \n3 \u00d7 10 = 18 + 6 + 6
            \n3 \u00d7 10 = 24 + 6
            \n3 \u00d7 10 = 30 or Thirty.<\/p>\n

             <\/p>\n

             <\/p>\n

             <\/p>\n

            Question 5.
            \n3 \u00d7 8 = ______
            \nAnswer:
            \n3 \u00d7 8 = __ (3 \u00d7 2)+ (3 \u00d7 2) + (3 \u00d7 2) + (3 \u00d7 2)_= 6 + 6 + 6 + 6 =_ 24 or Twenty Eight___<\/p>\n

            Explanation:
            \n3 \u00d7 8 = (3 \u00d7 2)+ (3 \u00d7 2) + (3 \u00d7 2) + (3 \u00d7 2)
            \n3 \u00d7 8 = 6 + 6 + 6 + 6
            \n3 \u00d7 8 = 12 + 6 + 6
            \n3 \u00d7 8 = 18 + 6
            \n3 \u00d7 8 = 24 or Twenty Eight.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 6.
            \n8 \u00d7 4 = ______
            \nAnswer:
            \n8 \u00d7 4 = _ (8 \u00d7 2) + (8 \u00d7 2) _= 16 + 16_= 32 or Thirty Two___.<\/p>\n

            Explanation:
            \n8 \u00d7 4 = (8 \u00d7 2) + (8 \u00d7 2)
            \n8 \u00d7 4 = 16 + 16
            \n8 \u00d7 4 = 32 or Thirty Two.<\/p>\n

             <\/p>\n

            Question 7.
            \n9 \u00d7 3 = _______
            \nAnswer:
            \n9 \u00d7 3 = __(9 \u00d7 2) + (9 \u00d7 1)_= 18 + 9_= 27 or Twenty Seven___.<\/p>\n

            Explanation:
            \n9 \u00d7 3 = (9 \u00d7 2) + (9 \u00d7 1)
            \n9 \u00d7 3 = 18 + 9
            \n9 \u00d7 3 = 27 or Twenty Seven.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 8.
            \n10 \u00d7 4 = ______
            \nAnswer:
            \n10 \u00d7 4 = _ (10 \u00d7 2) + (10 \u00d7 2)_= 20 + 20_= 40 or Forty.___.<\/p>\n

            Explanation:
            \n10 \u00d7 4 = (10 \u00d7 2) + (10 \u00d7 2)
            \n10 \u00d7 4 = 20 + 20
            \n10 \u00d7 4 = 40 or Forty.<\/p>\n

             <\/p>\n

             <\/p>\n

             <\/p>\n

            Set C pages 85-88
            \n<\/strong>You can use known facts to help multiply. Find 6 \u00d7 9.
            \n6 \u00d7 9 = (5 \u00d7 9) + (1 \u00d7 9)
            \n6 \u00d7 9 = 45 + 9
            \n6 \u00d7 9 = 54<\/p>\n

            Find 7 \u00d7 4.
            \n7 \u00d7 4 = (5 \u00d7 4) + (2 \u00d7 4)
            \n7 \u00d7 4 = 20 + 8
            \n7 \u00d7 4 = 28<\/p>\n

             <\/p>\n

            Remember<\/strong> that you can break a multiplication problem into two smaller problems.<\/p>\n

            Question 1.
            \n6 \u00d7 6 = _____
            \nAnswer:
            \n6 \u00d7 6 = _(3 \u00d76) + (3 \u00d76)_= 18 + 18_= 36 or Thirty Six.__.<\/p>\n

            Explanation:
            \n6 \u00d7 6 = (3 \u00d76) + (3 \u00d76)
            \n6 \u00d7 6 = 18 + 18
            \n6 \u00d7 6 = 36 or Thirty Six.<\/p>\n

             <\/p>\n

            Question 2.
            \n7 \u00d7 9 = _____
            \nAnswer:
            \n7 \u00d7 9 = _(2\u00d79) + (2\u00d79) + (3\u00d79)\u00a0 = 18 + 18 + 27 = 63 or Sixty Three___.<\/p>\n

            Explanation:
            \n7 \u00d7 9 = (2\u00d79) + (2\u00d79) + (3\u00d79)
            \n7 \u00d7 9 = 18 + 18 + 27
            \n7 \u00d7 9 = 36 + 27
            \n7 \u00d7 9 = 63 or Sixty Three.<\/p>\n

             <\/p>\n

            Question 3.
            \n7 \u00d7 7 = _____
            \nAnswer:
            \n7 \u00d7 7 = (2\u00d77) + (2\u00d77) + (3\u00d77)_= 14 + 14 + 21_= 49 or Forty Nine___.<\/p>\n

            Explanation:
            \n7 \u00d7 7 = (2\u00d77) + (2\u00d77) + (3\u00d77)
            \n7 \u00d7 7 = 14 + 14 + 21
            \n7 \u00d7 7 = 28 + 21
            \n7 \u00d7 7 = 49 or Forty Nine.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 4.
            \n6 \u00d7 8 = _______
            \nAnswer:
            \n6 \u00d7 8 = _(3\u00d78) + (2\u00d78) + (1\u00d78)_= 24 + 16 + 8__= 48 or Forty Eight___.<\/p>\n

            Explanation:
            \n6 \u00d7 8 = (3\u00d78) + (2\u00d78) + (1\u00d78)
            \n6 \u00d7 8 = 24 + 16 + 8
            \n6 \u00d7 8 = 40 + 8
            \n6 \u00d7 8 = 48 or Forty Eight.<\/p>\n

             <\/p>\n

             <\/p>\n

             <\/p>\n

            Question 5.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

            Explanation:
            \n6 \u00d7 5 = (3\u00d75) + (3\u00d75)
            \n6 \u00d7 5 = 15 + 15
            \n6 \u00d7 5 = 30 or Thirty.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 6.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

            Explanation:
            \n6 \u00d7 3 = (2\u00d73) + (2\u00d73) + (2\u00d73)
            \n6 \u00d7 3 = 6 + 6 + 6
            \n6 \u00d7 3 = 12 + 6
            \n6 \u00d7 3 = 18 or Eighteen.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 7.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

            Explanation:
            \n10 \u00d7 7 = (5\u00d77) + (3\u00d77) + (2\u00d77)
            \n10 \u00d7 7 = 35 + 21 + 14
            \n10 \u00d7 7 = 56 + 14
            \n10 \u00d7 7 = 70 or Seventy.<\/p>\n

             <\/p>\n

             <\/p>\n

            Set D pages 89-96
            \n<\/strong>Find 8 \u00d7 9.
            \nYou can use 2s facts.
            \n8 \u00d7 9 = (2 \u00d7 9) + (2 \u00d7 9) + (2 \u00d7 9) + (2 \u00d7 9)
            \n8 \u00d7 9 = 18 + 18 + 18 + 18
            \n8 \u00d7 9 = 72
            \nYou can use skip counting.
            \n8, 16, 24, 32, 40, 48, 56, 64, 72<\/p>\n

            Remember<\/strong> to use patterns, known facts, or skip counting to find products.<\/p>\n

            Question 1.
            \n8 \u00d7 6 = _______
            \nAnswer:
            \n8 \u00d7 6 = _ (2 \u00d7 6) + (2 \u00d7 6) + (2 \u00d7 6) + (2 \u00d7 6)_= 12 + 12 + 12 + 12_= 48 or Forty Eight____.<\/p>\n

            Explanation:
            \n8 \u00d7 6 = (2 \u00d7 6) + (2 \u00d7 6) + (2 \u00d7 6) + (2 \u00d7 6)
            \n8 \u00d7 6 = 12 + 12 + 12 + 12
            \n8 \u00d7 6 = 24 + 12 + 12
            \n8 \u00d7 6 = 36 + 12
            \n8 \u00d7 6 = 48 or Forty Eight.
            \nSkip counting:
            \n8, 16, 24, 32, 40, 48.<\/p>\n

             <\/p>\n

            Question 2.
            \n8 \u00d7 8 = ______
            \nAnswer:
            \n8 \u00d7 8 = _(2 \u00d7 8) + (2 \u00d7 8) + (2 \u00d7 8) + (2 \u00d7 8)_= 16 + 16 + 16 + 16_= 64 or Sixty Four___.<\/p>\n

            Explanation:
            \n8 \u00d7 8 = (2 \u00d7 8) + (2 \u00d7 8) + (2 \u00d7 8) + (2 \u00d7 8)
            \n8 \u00d7 8 = 16 + 16 + 16 + 16
            \n8 \u00d7 8 = 32 + 16 + 16
            \n8 \u00d7 8 = 48 + 16
            \n8 \u00d7 8 = 64 or Sixty Four.
            \nSkip counting:
            \n8, 16, 24, 32, 40, 48, 56, 64.<\/p>\n

             <\/p>\n

            Question 3.
            \n8 \u00d7 7 = _____
            \nAnswer:
            \n8 \u00d7 7 = (2 \u00d7 7) + (2 \u00d7 7) + (2 \u00d7 7) + (2 \u00d7 7)_= 14 + 14 + 14 + 14_= 56 or Fifty Six___.<\/p>\n

            Explanation:
            \n8 \u00d7 7 = (2 \u00d7 7) + (2 \u00d7 7) + (2 \u00d7 7) + (2 \u00d7 7)
            \n8 \u00d7 7 = 14 + 14 + 14 + 14
            \n8 \u00d7 7 = 28 + 14 + 14
            \n8 \u00d7 7 = 42 + 14
            \n8 \u00d7 7 = 56 or Fifty Six.
            \nSkip counting:
            \n8, 16, 24, 32, 40, 48, 56.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 4.
            \n8 \u00d7 10 = ______
            \nAnswer:
            \n8 \u00d7 10 = _(2 \u00d7 10) + (2 \u00d7 10) + (2 \u00d7 10) + (2 \u00d7 10)_= 20 + 20 + 20 + 20\u00a0_= 80 or Eighty___.<\/p>\n

            Explanation:
            \n8 \u00d7 10 = (2 \u00d7 10) + (2 \u00d7 10) + (2 \u00d7 10) + (2 \u00d7 10)
            \n8 \u00d7 10 = 20 + 20 + 20 + 20
            \n8 \u00d7 10 = 40 + 20 + 20
            \n8 \u00d7 10 = 60 + 20
            \n8 \u00d7 10 = 80 or Eighty.
            \nSkip counting:
            \n8, 16, 24, 32, 40, 48, 56 , 64 , 72 , 80.<\/p>\n

             <\/p>\n

            Question 5.
            \n1 \u00d7 8 = _______
            \nAnswer:
            \n1 \u00d7 8 = __8 or Eight_____.<\/p>\n

            Explanation:
            \n1 \u00d7 8 = 8 or Eight.
            \nSkip counting:
            \n8.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 6.
            \n0 \u00d7 8 = ______
            \nAnswer:
            \n0 \u00d7 8 = __infinity____.<\/p>\n

            Explanation:
            \n0 \u00d7 8 = infinity.<\/p>\n

             <\/p>\n

            Question 7.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

            Explanation:
            \n8 \u00d7 5 = (2\u00d75) + (2\u00d75) + (2\u00d75) + (2\u00d75)
            \n8 \u00d7 5 = 10 + 10 + 10 + 10
            \n8 \u00d7 5 = 20 + 10 + 10
            \n8 \u00d7 5 = 30+ 10
            \n8 \u00d7 5 = 40 or Forty.
            \nSkip counting:
            \n8, 16, 24, 32, 40.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 8.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

            Explanation:
            \n8 \u00d7 3 = (2\u00d73) + (2\u00d73) + (2\u00d73) + (2\u00d73)
            \n8 \u00d7 3 = 6 + 6 + 6 + 6
            \n8 \u00d7 3 = 12 + 6 + 6
            \n8 \u00d7 3 = 18 + 6
            \n8 \u00d7 3 = 24 or Twenty Four.
            \nSkip counting:
            \n8, 16, 24.<\/p>\n

             <\/p>\n

            Question 9.
            \n\"Envision
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

            Explanation:
            \n8 \u00d7 2 = (2\u00d72) + (2\u00d72) + (2\u00d72) + (2\u00d72)
            \n8 \u00d7 2 = 4 + 4 + 4 + 4
            \n8 \u00d7 2 = 8 + 4 + 4
            \n8 \u00d7 2 = 12 + 4
            \n8 \u00d7 2 = 16 or Sixteen.
            \nSkip counting:
            \n8, 16.<\/p>\n

             <\/p>\n

             <\/p>\n

            Set E pages 97-100
            \n<\/strong>You can use the Associative Property to group the factors. The product does not change.
            \nFind 4 \u00d7 2 \u00d7 2.
            \n\"Envision<\/p>\n

            Remember<\/strong> that you can use properties to write unknown facts as known facts.<\/p>\n

            In 1-3, find the product. Show how you grouped the factors.<\/p>\n

            Question 1.
            \n4 \u00d7 2 \u00d7 5 = _____ \u00d7 ______ = _______
            \nAnswer:
            \n4 \u00d7 2 \u00d7 5 = (4 \u00d7 2) \u00d7 5 = __8___ \u00d7 ___5___ = __40 or Forty_____.<\/p>\n

            Explanation:
            \n4 \u00d7 2 \u00d7 5 = (4 \u00d7 2) \u00d7 5 = 8 \u00d7 5 = 40 or Forty.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 2.
            \n3 \u00d7 3 \u00d7 7 = _____ \u00d7 ______ = _______
            \nAnswer:
            \n3 \u00d7 3 \u00d7 7 = __3___ \u00d7 ___21___ = __63 or Sixty Three_____.<\/p>\n

            Explanation:
            \n3 \u00d7 3 \u00d7 7 = 3 \u00d7 (3 \u00d7 7) =__3___ \u00d7 __21____ = ___63 or Sixty Three____.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 3.
            \n5 \u00d7 5 \u00d7 2 = _____ \u00d7 ______ = _______
            \nAnswer:
            \n5 \u00d7 5 \u00d7 2 = (5 \u00d7 5) \u00d7 2 = __25___ \u00d7 __2____ = __50 or Fifty_____.<\/p>\n

            Explanation:
            \n5 \u00d7 5 \u00d7 2 = (5 \u00d7 5) \u00d7 2 =__25___ \u00d7 ___2___ = ___50 or Fifty____.<\/p>\n

             <\/p>\n

             <\/p>\n

            Set F pages 101-104
            \n<\/strong>Think about these questions to help you use repeated reasoning.
            \nThinking Habits<\/p>\n

              \n
            • Are any calculations repeated?<\/li>\n
            • Can I generalize from examples?<\/li>\n
            • What shortcuts do I notice?
              \n\"Envision<\/li>\n<\/ul>\n

              Remember<\/strong> that patterns can help you make a generalization.<\/p>\n

              Question 1.
              \nWhat is repeated in these equations? Use what you see to make a generalization.
              \n6 \u00d7 6 = (6 \u00d7 3) + (6 \u00d7 3) = 18 + 18 = 36
              \n7 \u00d7 6 = (7 \u00d7 3) + (7 \u00d7 3) = 21 + 21 = 42
              \n8 \u00d7 6 = (8 \u00d7 3) + (8 \u00d7 3) = 24 + 24 = 48
              \nAnswer:
              \nIn these equations, 6 number is repeated.<\/p>\n

              Explanation:
              \n6 \u00d7 6 = (6 \u00d7 3) + (6 \u00d7 3) = 18 + 18 = 36.
              \n7 \u00d7 6 = (7 \u00d7 3) + (7 \u00d7 3) = 21 + 21 = 42.
              \n8 \u00d7 6 = (8 \u00d7 3) + (8 \u00d7 3) = 24 + 24 = 48.
              \n6 number is repeated in all the equations.<\/p>\n

               <\/p>\n

               <\/p>\n

               <\/p>\n

              Question 2.
              \nSolve this equation to test whether your generalization is true.
              \n10 \u00d7 6 = ?
              \n______ \u00d7 _______ = (_____ \u00d7 ______) + (______ \u00d7 ______)
              \n= ______ + ______ = ______
              \nAnswer:
              \n10 \u00d7 6 = ?
              \n__10____ \u00d7 ___6____ = (___10__ \u00d7 ___3___) + (___10___ \u00d7 ___3___)
              \n= __30____ + __30____ = __Sixty____.<\/p>\n

              Explanation:
              \n10 \u00d7 6 = ?
              \n10 \u00d7 6 = (10 \u00d7 3) + (10 \u00d7 3)
              \n10 \u00d7 6 = 30 + 30
              \n10 \u00d7 6 = 60 or Sixty.<\/p>\n

               <\/p>\n

              Topic 3 Assessment Practice<\/h3>\n

              Question 1.
              \nKrista arranged her buttons in an array. Which two expressions can be used to find the total number of buttons?
              \n\"Envision
              \nA. 6 \u00d7 7 and 6 \u00d7 1
              \nB. 4 \u00d7 7 and 2 \u00d7 7
              \nC. 4 \u00d7 4 and 2 \u00d7 3
              \nD. 3 \u00d7 7 and 4 \u00d7 7
              \nAnswer:
              \nB. 4 \u00d7 7 and 2 \u00d7 7 is the expression used to find the total buttons.<\/p>\n

              Explanation:
              \nNumber of rows of buttons Krista arranged = 7 or Seven.
              \nNumber of columns of buttons Krista arranged = 6 or Six.
              \nTotal number of buttons =\u00a0 Number of columns of buttons Krista arranged \u00d7 Number of rows of buttons Krista arranged
              \n= 6 \u00d7 7
              \n= (4 \u00d7 7) + (2 \u00d7 7)
              \n= 28 + 14
              \n= 42 or Forty Two.<\/p>\n

               <\/p>\n

               <\/p>\n

               <\/p>\n

              Question 2.
              \nChoose Yes or No to tell if the Distributive Property is being used.
              \n\"Envision
              \nAnswer:
              \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

              Explanation:
              \n2a. 4 \u00d7 (2 + 3) = (4 \u00d7 2) + (4 \u00d73) = 8 + 12 = 20. True.
              \n2b. (4 + 5) \u00d7 2 = (4 \u00d7 2) + (5 \u00d72) = 8 + 10 = 18. True.
              \n2c. 2 \u00d7 4 = 2 \u00d7 (3 + 1) False.
              \n2d. 7 \u00d7 (5 – 2) = (7 \u00d7 5) – (7 \u00d7 2) = 35 – 14 = 21. True.<\/p>\n

               <\/p>\n

               <\/p>\n

              Question 3.
              \nJeff makes the generalization that a 10s fact can be broken into two 5s facts. Write an equation to test his generalization.
              \nAnswer:
              \n10 \u00d7 2 = (5 \u00d7 2) + (5 \u00d7 2) = 20 or Twenty.<\/p>\n

              Explanation:
              \n10 \u00d7 2 = (5 \u00d7 2) + (5 \u00d7 2)
              \n10 \u00d7 2 = 10 + 10
              \n10 \u00d7 2 = 20 or Twenty.<\/p>\n

               <\/p>\n

               <\/p>\n

               <\/p>\n

              Question 4.
              \nJune broke up a large array into a 3 \u00d7 4 array and a 5 \u00d7 4 array. What was the large array? Show your work.
              \nAnswer:
              \nLarger array = (First smaller array) + (Second smaller array)
              \nLarger array = (3 \u00d7 4) + (5 \u00d7 4 )
              \nLarger array = (8 \u00d7 4)<\/p>\n

              Explanation:
              \nFirst smaller array = 3 \u00d7 4
              \nSecond smaller array = 5 \u00d7 4
              \nLarger array = (First smaller array) + (Second smaller array)
              \nLarger array = (3 \u00d7 4) + (5 \u00d7 4 )
              \nLarger array = (8 \u00d7 4)<\/p>\n

               <\/p>\n

               <\/p>\n

               <\/p>\n

              Question 5.
              \nWhich facts can you use to find 4 x 8? Select all that apply.
              \n\u2610 2 \u00d7 8 and 2 \u00d7 9
              \n\u2610 2 \u00d7 8 and 2 \u00d7 8
              \n\u2610 2 \u00d7 4 and 1 \u00d7 8
              \n\u2610 4 \u00d7 5 and 4 \u00d7 3
              \n\u2610 3 \u00d7 8 and 1 \u00d7 8
              \nAnswer:
              \nThe facts used to apply to find 4 x 8 are:
              \n\u2610 2 \u00d7 8 and 2 \u00d7 8
              \n\u2610 4 \u00d7 5 and 4 \u00d7 3
              \n\u2610 3 \u00d7 8 and 1 \u00d7 8<\/p>\n

              Explanation:
              \n4 \u00d7 8 = (2 \u00d7 8) + (2 \u00d7 8) = 16 + 16 = 32 or Thirty Two.
              \n4 \u00d7 8 = (4 \u00d7 5) + (4 \u00d7 3) = 20 + 12 = 32 or Thirty Two.
              \n4 \u00d7 8 = (3 \u00d78) + (1 \u00d7 8) = 24 + 8 = 32 or Thirty Two.<\/p>\n

               <\/p>\n

               <\/p>\n

              Question 6.
              \nA bakery uses 3 cups of flour for each loaf of bread. There are 3 loaves of bread on a tray. There are 6 trays on a cart. How many cups of flour are used to make the bread on the cart? Show your work.
              \nAnswer:
              \nNumber of cups of flour are used to make the bread on the cart = 54 or Fifty Four.<\/p>\n

              Explanation:
              \nNumber of cups of flour for each loaf of bread a bakery uses = 3 or Three.
              \nNumber of loaves of bread on a tray = 3 or Three.
              \nNumber of trays on a cart = 6 or Six.
              \nNumber of cups of flour are used to make the bread on the cart = (Number of cups of flour for each loaf of bread a bakery uses) \u00d7 Number of loaves of bread on a tray \u00d7 Number of trays on a cart
              \n= (3 \u00d7 3) \u00d7 6
              \n= 9 \u00d7 6
              \n= (5 \u00d7 6) + (4 \u00d7 6)
              \n= 30 + 24
              \n= 54 or Fifty Four.<\/p>\n

               <\/p>\n

               <\/p>\n

              Question 7.
              \nFind the number that makes the equation correct. Explain your reasoning.
              \n(3 \u00d7 4) + (3 \u00d7 4) = ______
              \nAnswer:
              \n(3 \u00d7 4) + (3 \u00d7 4) = ____(6 \u00d7 4)___= 24 or Twenty Four.___.<\/p>\n

              Explanation:
              \n(3 \u00d7 4) + (3 \u00d7 4) = (6 \u00d7 4) = 24 or Twenty Four.
              \nTwo small arrays combined together to make a large array.<\/p>\n

               <\/p>\n

              Question 8.
              \nCasey has 3 bags of baseballs. Each bag has 6 baseballs. How many baseballs does he have? Show your work.
              \n\u2610 baseballs
              \nAnswer:
              \nTotal number of baseballs Casey has = 18 or Eighteen.<\/p>\n

              Explanation:
              \nNumber of bags of baseballs Casey has = 3 or Three.
              \nNumber of each bag has baseballs = 6 or Six.
              \nTotal number of baseballs Casey has = Number of bags of baseballs Casey has\u00a0 \u00d7\u00a0 Number of each bag has baseballs
              \n= 3 \u00d7 6
              \n= (1 \u00d7 6) + (2 \u00d7 6)
              \n= 6 + 12
              \n= 18 or Eighteen.<\/p>\n

               <\/p>\n

               <\/p>\n

              Question 9.
              \nJonathan organizes his pictures into a 6 \u00d7 4 array. Kim organizes her pictures into a 7 \u00d7 5 array. How can Kim and Jonathan break apart their arrays? Write each pair of facts in the correct space.
              \n\"Envision
              \nAnswer:
              \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

              Explanation:
              \nJonathan pictures array = 6 \u00d7 4.
              \n6 \u00d7 4 = (5 \u00d7 4) + (1 \u00d7 4) = 20 + 4 = 24 or Twenty Four.
              \n6 \u00d7 4 = (3 \u00d7 4) + (3 \u00d7 4)\u00a0 = 12 + 12 = 24 or Twenty Four.
              \n6 \u00d7 4 = (1 \u00d7 4) + (5 \u00d7 4)\u00a0 = 4 + 20 = 24 or Twenty Four.<\/p>\n

              Kim pictures array =\u00a0 7 \u00d7 5.
              \n7 \u00d7 5 = (4 \u00d7 5) + (3 \u00d7 5) = 20 + 15 = 35 or Thirty Five.
              \n7 \u00d7 5 = (5 \u00d7 5) + (2 \u00d7 5) = 25 + 10 = 35 or Thirty Five.<\/p>\n

               <\/p>\n

              Question 10.
              \nA farm stand has cherries on 2 shelves. Each shelf has 4 boxes. Each box has 8 ounces of cherries. How many ounces of cherries are displayed in all? Write an expression that represents the amount.
              \n\u2610 ounces
              \nAnswer:
              \nTotal number of ounces of cherries are displayed in all = 64 or Sixty Four.<\/p>\n

              Explanation:
              \nNumber of cherries on shelves on a farm stand has = 2 or Two.
              \nNumber of boxes on each shelves = 4 or Four.
              \nNumber of ounces of cherries on each box = 8 or Eight.
              \nTotal number of ounces of cherries are displayed in all = Number of cherries on shelves on a farm stand has \u00d7 (Number of boxes on each shelves\u00a0 \u00d7 Number of ounces of cherries on each box)
              \n= 2 \u00d7 (4 \u00d7 8)
              \n= 2 \u00d7 32
              \n= 64 or Sixty Four.<\/p>\n

               <\/p>\n

               <\/p>\n

               <\/p>\n

              Question 11.
              \nAmy arranged her counters into this array.
              \n\"Envision
              \nA. What two facts could Amy use to write an equation for the array?
              \nAnswer:
              \n3 \u00d7 9 = (1 \u00d7 9) + (2 \u00d7 9) = 9 + 18 = 27 or Twenty Seven.<\/p>\n

              Explanation:
              \nTwo facts could Amy use to write an equation for the array:
              \n3 \u00d7 9 = (1 \u00d7 9) + (2\u00a0\u00d7 9)
              \n3 \u00d7 9 = 9 + 18
              \n3 \u00d7 9 = 27 or Twenty Seven.<\/p>\n

               <\/p>\n

               <\/p>\n

              B. If Amy adds one more row of 9 counters to her array, can she still use the facts you wrote in Part A to find the total number? Explain why or why not.
              \nAnswer:
              \nShe can use the two facts which are wrote in Part A to find the total number.<\/p>\n

              Explanation:
              \nNumber of rows added = 1 or One.
              \nTotal number of array = (4 \u00d7 9)
              \n(4 \u00d7 9) = (1 \u00d7 9)+ (3 \u00d7 9) = 9 + 27 = 36 or Thirty six.
              \n(4 \u00d7 9) = (2 \u00d7 9) + (2 \u00d7 9) = 18 + 18 = 36 or Thirty six.<\/p>\n

               <\/p>\n

               <\/p>\n

               <\/p>\n

              Question 12.
              \nTim’s family rented a canoe for 6 hours on Monday and 2 hours on Tuesday. How much did they spend? Show any equations you used.
              \n\"Envision
              \nAnswer:
              \nTotal cost they spent = $56 or $Fifty Six.<\/p>\n

              Explanation:
              \nNumber of hours Tim’s family rented a canoe on Monday = 6 or Six.
              \nNumber of hours Tim’s family rented a canoe on Tuesday = 2 or Two.
              \nCost of the canoe Tim’s family rented on Monday for each hour = $7
              \nTotal cost they spent = (Number of hours Tim’s family rented a canoe on Monday \u00d7 Cost of the canoe Tim’s family rented on Monday for each hour ) + (Number of hours Tim’s family rented a canoe on Tuesday + Cost of the canoe Tim’s family rented on Monday for each hour )
              \n= (6 \u00d7$7) + (2 \u00d7$7)
              \n= (2 \u00d7$7) + (2 \u00d7$7)+ (2 \u00d7$7)+ (2 \u00d7$7)
              \n= $14 + $14 + $14 + $14
              \n= $28 + $14 + $14
              \n= $42 + $14
              \n= $56 or $Fifty Six.<\/p>\n

               <\/p>\n

               <\/p>\n

               <\/p>\n

              Topic 3 Performance Task<\/h3>\n

              School Fair
              \nKay and Ben are helping to organize the School Fair. Kay is organizing the school band. Ben is organizing the bake sale.<\/p>\n

              The 3 \u00d7 7 array at the right shows how chairs have been set up for the school band. Use the array to answer Exercises 1 and 2.<\/p>\n

              Question 1.
              \nKay wants to have chairs in a 6 \u00d7 7 array. Add to the array to show how the new array will look.
              \nAnswer:
              \nThe new array will look\u00a0 6 \u00d7 7\u00a0 = (3 \u00d7 7) + (3 \u00d7 7).<\/p>\n

              Explanation:
              \nKay wants to have chairs in a 6 \u00d7 7 array.
              \nThe new array:
              \n=> 6 \u00d7 7\u00a0 = (3 \u00d7 7) + (3 \u00d7 7).<\/p>\n

               <\/p>\n

              Question 2.
              \nKay needs a path between two of the rows, so she separates the chairs into two smaller arrays.
              \nPart A
              \nDraw a line to show one way Kay can separate the chairs into two smaller arrays.
              \n\"Envision
              \nAnswer:
              \n3 \u00d7 7 = (2 \u00d7 7) + (1 \u00d77)
              \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

              Explanation:
              \nChairs array:
              \n3 \u00d7 7 = (2 \u00d7 7) + (1 \u00d77)<\/p>\n

               <\/p>\n

               <\/p>\n

              Part B
              \nKay wants to know the number of chairs in each new array. Write a multiplication fact for each of the new arrays to show how she can find this.
              \nAnswer:
              \nNumber of chairs in each array = 21 or Twenty One.<\/p>\n

              Explanation:
              \nThe new array:
              \n=> 6 \u00d7 7\u00a0 = (3 \u00d7 7) + (3 \u00d7 7)
              \n=> 6 \u00d7 7\u00a0 = 21 + 21<\/p>\n

               <\/p>\n

               <\/p>\n

              Part C
              \nKay wants to find the total number of chairs that are being used. Show how to use the facts in Part B to find the total number of chairs.
              \nAnswer:
              \nThe total number of chairs = 6 \u00d7 7\u00a0 = (3 \u00d7 7) + (3 \u00d7 7) = 42 or Forty Two.<\/p>\n

              Explanation:
              \nThe total number of chairs = 6 \u00d7 7 .
              \n=> 6 \u00d7 7\u00a0 = (3 \u00d7 7) + (3 \u00d7 7)
              \n=> 6 \u00d7 7\u00a0 = 21 + 21
              \n=> 6 \u00d7 7\u00a0 = 42 or Forty Two.<\/p>\n

               <\/p>\n

               <\/p>\n

              The Bake Sale table shows the baked goods Ben has for sale at the School Fair. Use the Bake Sale table to answer Exercises 3-5.
              \n\"Envision<\/p>\n

              Question 3.
              \nBen sells 4 trays of granola bars in the morning and 4 trays of granola bars in the afternoon. How much money does this raise? Show your work.
              \nAnswer:
              \nAmount of money this raise = $24 or $Twenty Four.<\/p>\n

              Explanation:
              \nNumber of trays of granola bars in the morning Ben sells = 4 or Four.
              \nNumber of trays of granola bars in the afternoon Ben sells = 4 or Four.
              \nCost the each trays of granola bars\u00a0 Ben sells = $3.
              \nAmount of money this raise = (Number of trays of granola bars in the morning Ben sells \u00d7 Cost the each trays of granola bars\u00a0 Ben sells ) + (Number of trays of granola bars in the afternoon Ben sells\u00a0 \u00d7 Cost the each trays of granola bars\u00a0 Ben sells )
              \n= (4 \u00d7 $3) + (4 \u00d7 $3)
              \n= $12 + $12
              \n= $24 or $Twenty Four.<\/p>\n

               <\/p>\n

               <\/p>\n

              Question 4.
              \nBen organizes the blueberry muffins into a 4 \u00d7 7 array
              \nPart A
              \nBen breaks up the array of blueberry muffins into 2 arrays that look the same. At the right, draw the 2 arrays of blueberry muffins.
              \nAnswer:
              \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-3-Apply-Properties-Multiplication-Facts-for<\/p>\n

              Explanation:
              \nBen organizes the blueberry muffins into a 4 \u00d7 7 array.
              \n=> 4 \u00d7 7 = ( 2 \u00d7 7) + ( 2 \u00d7 7).<\/p>\n

               <\/p>\n

               <\/p>\n

              Part B
              \nBen wants to check the total number of blueberry muffins. He knows 2 \u00d7 7 = 14. How can he use this to find the total number of blueberry muffins?
              \nAnswer:
              \nTotal number of blueberry muffins = 4 \u00d7 7 = (2 \u00d7 7)\u00a0 + (2 \u00d7 7) = 14 + 14 = 28\u00a0 or Twenty Eight.<\/p>\n

              Explanation:
              \nBen organizes the blueberry muffins into a 4 \u00d7 7 array.
              \nTotal number of blueberry muffins = 4 \u00d7 7
              \n4 \u00d7 7 = (2 \u00d7 7)\u00a0 + (2 \u00d7 7)
              \n4 \u00d7 7 = 14 + 14
              \n4 \u00d7 7 = 28 or Twenty Eight.<\/p>\n

               <\/p>\n

               <\/p>\n

              Question 5.
              \nTwo friends each bought 3 trays of strawberry tarts. Ben says they spent more than $20 in total. Do you agree? Explain.
              \nAnswer:
              \nYes, I agree with what Ben says “Ben says they spent more than $20 in total” because they spent $24 in total.<\/p>\n

              Explanation:
              \nCost of each trays of strawberry tarts = $4
              \nNumber of trays of strawberry tarts two friends each bought = 3 or Three.
              \nCost of trays of strawberry tarts Two friends each bought = (Cost of each trays of strawberry tarts \u00d7 ( 2 \u00d7 Number of trays of strawberry tarts two friends each bought)
              \n= $4 \u00d7 (2 \u00d7 3)
              \n= $4 \u00d7 6
              \n= $24 or $Twenty Four.<\/p>\n

               <\/p>\n","protected":false},"excerpt":{"rendered":"

              Go through the\u00a0enVision Math Common Core Grade 3 Answer Key\u00a0Topic 3 Apply Properties: Multiplication Facts for 3, 4, 6, 7, 8\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 3rd Grade Answers Key Topic 3 Apply Properties: Multiplication Facts for 3, 4, 6, 7, 8 Essential Question: How can you use known …<\/p>\n","protected":false},"author":1,"featured_media":25585,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/envisionmathanswerkey.com\/wp-content\/uploads\/2021\/06\/enVision-Math-Common-Core-Grade-3-Answer-Key-Topic-3-Apply-Properties-Multiplication-Facts-for-3-4-6-7-8.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7271"}],"collection":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/comments?post=7271"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7271\/revisions"}],"predecessor-version":[{"id":28186,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7271\/revisions\/28186"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25585"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=7271"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=7271"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=7271"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}