Teaching the Common Core Math Standards With Hands-On Activities, Grades 3-5 (7 page)

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Two-Step Word Problems

Directions: Choose the equation, or equations, that describe each problem. Solve the problem. Decide if your answer is reasonable.

1.
Mason has 27 new coins to add to his collection. He will put them in a coin album. Each page holds 9 coins. He already has 4 full pages of coins. After he puts the new coins in his album, how many full pages will he have?
stands for the total number of pages.

2.
Mrs. Sanchez plans to hand out markers to 5 groups of students. She wants each group to have 3 markers. She has 14 markers. How many more markers does she need?
stands for the number of additional markers.

3.
Audrey is paid $6 a week for walking Ruffles, Mrs. Hanson's dog. Audrey needs $54 to buy her brother a birthday present. She has already earned $12. How many more weeks must she walk Ruffles so that she has enough money to buy the gift?
stands for the number of weeks she must work.

4.
Sal is decorating 8 cupcakes. He places 6 candies on one of the cupcakes. He places 4 candies on the other 7 cupcakes. How many candies will he need?
stands for the number of candies he needs.

5.
Carla is taking 4 packages of soda to a family picnic. Each package has 6 cans. 20 people are at the picnic. Each person drinks one can of soda. How many cans will be left over?
stands for the number of soda cans left over.

Operations and Algebraic Thinking: 3.OA.9

“Solve problems involving the four operations, and identify and explain patterns in arithmetic.”

9. “Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.”

Background

Patterns abound in mathematics. Multiples present students with a variety of patterns. Some are noted below:

• All multiples of 2, 4, 6, 8, and 10 are even.
  
• Every multiple of 4, 6, 8, and 10 is a multiple of 2.
  
• Every multiple of 6 and 9 is a multiple of 3.
  
• Every multiple of 10 is a multiple of 5.
  

Activity: Color the Multiples

Students will color the multiples of a number assigned to them on a multiplication table. They will describe a pattern they see and explain it using properties of operations.

Materials

Colored pencils; crayons; reproducible, “Multiplication Table,” for each student.

Procedure

1.
Assign each student a number from 2 to 10. (More than one student may work with the same number.)

2.
Distribute copies of the reproducible. Explain that students who have “2” are to color the multiples of 2 on their multiplication table. Students who have “3” are to color the multiples of 3 on their multiplication table. Other students are to similarly color the multiples of their numbers on the multiplication table.

3.
Explain that when students are done coloring their multiples, they are to explain a pattern that they find.

Closure

Ask for volunteers to share the numbers they colored. Discuss what patterns they found. Note any different patterns for the same numbers.

Answers

The patterns students find may vary; some include the following: All multiples of 2 are even numbers. Multiples of 3 may be odd or even. All multiples of 4 are even numbers. All multiples of 5 end in 0 or 5. All multiples of 6 are even numbers. Multiples of 7 may be odd or even. All multiples of 8 are even numbers. Multiples of 9 may be odd or even. All multiples of 10 end in 0.