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EM_BL_G3_M3_TA_L02_LessonSlides_v3.pptx

Estella Wilches

Created on November 4, 2025

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GRADE 3 MODULE 3 | TOPIC A | LESSON 2

BLUEBONNET LEARNING K–5 MATH

CONTENTS

12 minutes

Fluency Practice

Application Problem

5 minutes

35 minutes

Concept Development

8 minutes

Student Debrief

mins

FLUENCY PRACTICE

GRADE 3 | MODULE 3 | LESSON 2

mins

Fluency PracticeFind the Unknown Factor

3 ×

= 15

5 ×

= 15

5 ×

= 40

8 ×

= 40

5 ×

= 50

10 ×

= 50

GRADE 3 | MODULE 3 | LESSON 2

mins

Fluency PracticeMultiplication Facts as Comparisons

4 × 6

5 × 6

4 × 5

5 × 5

4 × 7

5 × 7

GRADE 3 | MODULE 3 | LESSON 2

mins

Fluency PracticeGroup Counting

mins

APPLICATION PROBLEM Segment

GRADE 3 | MODULE 3 | LESSON 2

GRADE 3| MODULE 3 | LESSON 2

Application Problem

Ellen knows she can walk a lot faster than her little sister, Diane. Diane walks 5 laps. Ellen walks 3 times as many laps. How many laps does Ellen walk?

mins

CONCEPT DEVELOPMENT

GRADE 3 | MODULE 3 | LESSON 2

Concept DevelopmentProblem 1

The blue paper strip is 4 times as long as the red paper strip. What are the possible lengths of both strips of paper?

GRADE 3 | MODULE 3 | LESSON 2

Concept DevelopmentProblem 2

A magician has a box that changes numbers using a rule. What rule does the box use to change the numbers?

GRADE 3 | MODULE 3 | LESSON 2

Terminology

Input–output table: a two-column or two-row table with inputs in the first column or row and corresponding outputs in the second column or row

GRADE 3 | MODULE 3 | LESSON 2

Concept DevelopmentProblem 3

A fruit stand sells baskets containing apples and bananas. Every basket has 1 apple and 5 bananas. Complete the table.

GRADE 3 | MODULE 3 | LESSON 2

Concept DevelopmentProblem 4

Jody and Rachel save part of their allowance each week. Jody saves the same amount of money each week and Rachel saves the same amount of money each week. What is the relationship between the amount of money Jody saves and the amount of money Rachel saves?

mins

PROBLEM SET

GRADE 3 | MODULE 3 | LESSON 2

Problem Set (1 of 5)

For problems 1–3, complete the table by using the relationship that is described for each table.

There are 4 times as many daisies as there are roses in the garden.

GRADE 3 | MODULE 3 | LESSON 2

Problem Set (2 of 5)

There are 10 times as many fish as there are dolphins at the aquarium.

GRADE 3 | MODULE 3 | LESSON 2

Problem Set (3 of 5)

There are 3 times as many cars as there are buses in the parking lot.

GRADE 3 | MODULE 3 | LESSON 2

Problem Set (4 of 5)

For problems 4 and 5, complete the table. Then complete the sentence by using the words times as many.

There are

markers as there are crayons.

GRADE 3 | MODULE 3 | LESSON 2

Problem Set (5 of 5)

There are

dancers as there are singers.

A magician put 4 cards into his magic box. 16 cards came out. Use the words times as much to compare 16 and 4.

mins

STUDENT DEBRIEF

GRADE 3 | MODULE 3 | LESSON 2

mins

Student DebriefObjective: Use tables to record multiplicative relationships.

In finding the relationship between the numbers in a table, how many complete rows do you need to be given in order to find the relationship?
How is a table like a multiplication chart?
Was it simpler for you to use a vertical or horizontal input/output table?
Was it simpler to have the numbers in order in the table? Why or why not?
In Problem 4, what is the relationship between the number of markers and the number of crayons? How many markers would there be if there were 10 crayons? How do you know?

GRADE 3 | MODULE 3 | LESSON 2

mins

Exit Ticket (1 of 2)

Iggy and Nora are saving their allowances. Nora saves three times as much as Iggy. Fill in the table to show how much money Iggy and Nora save.

GRADE 3 | MODULE 3 | LESSON 2

Exit Ticket (2 of 2)

The table shows what happens when the magician puts a number in his magic box. Fill in the blank using the words times as much.

The number that comes out of the box is

as the number that goes

into the box.

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EM_BL_G3_M3_TA_L02_LessonSlides_v3.pptx

Start designing with a free template

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Transcript