This question tests applying properties of operations to multiply and divide (CCSS.3.OA.5), specifically using distributive property as a strategy. The distributive property of multiplication states you can break apart one factor and distribute the multiplication. 8×7 = 8×(5+2) = (8×5)+(8×2) = 40+16 = 56. In this problem, we need to identify which strategy uses distributive to solve 7×9. The distributive property helps by breaking 9 into 10-1 and distributing. Choice B is correct because it breaks 7×9 into 7×(10-1) = 70-7=63 using distributive property. This demonstrates proper use of the distributive as a strategy. Choice C is incorrect because it shows (7+9)×1=16, confusing with addition and not distributing multiplication. This error occurs when students confuse properties or don't understand the property. To help students apply properties: Explicitly teach and name properties with examples. Distributive: Use area models (split rectangle) or break-apart strategies. Teach: "Use facts you know to figure out facts you don't." Practice as strategies, not just as abstract properties: "How can distributive property help you?" Connect to real situations. Watch for students who memorize property names but don't apply them strategically, or who make errors within the property application.

This question tests applying properties of operations to multiply and divide (CCSS.3.OA.5), specifically using associative property as a strategy. The associative property of multiplication states the way factors are grouped doesn't change the product. (3×5)×2 = 3×(5×2). Both equal 30. Helpful for three or more factors: regroup to make easier calculations (2×5=10, then 10×3=30 is easier than 2×3=6, then 6×5=30). In this problem, we can solve 4×2×5 by regrouping to make it easier. The associative property helps by grouping 2×5 first to get 10, then multiply by 4. Choice A is correct because it regroups 4×(2×5) as 4×10=40 using associative property. This demonstrates proper use of the associative as a strategy. Choice D is incorrect because it has a calculation error, 4×10=40 not 14. This error occurs when students make computational mistakes within the property application. To help students apply properties: Explicitly teach and name properties with examples. Associative: Model with nested containers (boxes/bags/items). Show both groupings equal same total. Practice as strategies, not just as abstract properties: "How can associative property help you?" Connect to real situations. Watch for students who memorize property names but don't apply them strategically, or who make errors within the property application.

This question tests applying properties of operations to multiply and divide (CCSS.3.OA.5), specifically using commutative property as a strategy. The commutative property of multiplication states the order of factors doesn't change the product. 6×4 = 4×6 = 24. Helpful when you know one fact (like 4×6) and need the reverse (6×4)—it's the same! In this problem, we need to identify which equation shows order doesn’t change the product. The commutative property helps by switching factors without altering the result. Choice B is correct because it recognizes 8×5 = 5×8 by commutative property, so both equal 40. This demonstrates proper use of the commutative as a strategy. Choice A is incorrect because it claims 6×7=6+7, confusing multiplication with addition. This error occurs when students confuse properties or don't understand the property. To help students apply properties: Explicitly teach and name properties with examples. Commutative: Use arrays that can be rotated (6 rows of 4 = 4 rows of 6). Teach: "If you know one fact, you know its reverse!" Practice as strategies, not just as abstract properties: "How can commutative property help you?" Connect to real situations. Watch for students who memorize property names but don't apply them strategically, or who make errors within the property application.

This question tests applying properties of operations to multiply and divide (CCSS.3.OA.5), specifically using distributive property as a strategy. The distributive property of multiplication states you can break apart one factor and distribute the multiplication. 8×7 = 8×(5+2) = (8×5)+(8×2) = 40+16 = 56. In this problem, we can solve 7×8 by breaking 8 into 5+3. The distributive property helps by using known facts like 7×5 and adding 7×3. Choice B is correct because it breaks 7×8 into 7×5 + 7×3 = 35+21=56 using distributive property. This demonstrates proper use of the distributive as a strategy. Choice D is incorrect because it shows 48, perhaps from miscalculating 7×5+7×3 as 35+13 or similar error. This error occurs when students don't understand the property or make computational mistakes. To help students apply properties: Explicitly teach and name properties with examples. Distributive: Use area models (split rectangle) or break-apart strategies. Teach: "Use facts you know to figure out facts you don't." Practice as strategies, not just as abstract properties: "How can distributive property help you?" Connect to real situations. Watch for students who memorize property names but don't apply them strategically, or who make errors within the property application.

This question tests applying properties of operations to multiply and divide (CCSS.3.OA.5), specifically using distributive property as a strategy. The distributive property of multiplication states you can break apart one factor and distribute the multiplication. 8×7 = 8×(5+2) = (8×5)+(8×2) = 40+16 = 56. In this problem, we can solve 9×8 by breaking 9 into 10-1 and using subtraction. The distributive property helps by relating to a known fact like 10×8 and subtracting 1×8. Choice C is correct because it breaks 9×8 into 10×8 - 1×8 = 80-8=72 using distributive property. This demonstrates proper use of the distributive as a strategy. Choice B is incorrect because it shows 80 without subtracting, forgetting the full distribution. This error occurs when students apply property incorrectly or confuse properties. To help students apply properties: Explicitly teach and name properties with examples. Distributive: Use area models (split rectangle) or break-apart strategies. Teach: "Use facts you know to figure out facts you don't." Practice as strategies, not just as abstract properties: "How can distributive property help you?" Connect to real situations. Watch for students who memorize property names but don't apply them strategically, or who make errors within the property application.

This question tests applying properties of operations to multiply and divide (CCSS.3.OA.5), specifically using commutative property as a strategy. The commutative property of multiplication states the order of factors doesn't change the product. 6×4 = 4×6 = 24. Helpful when you know one fact (like 4×6) and need the reverse (6×4)—it's the same! In this problem, we need to find 8×6 given that 6×8=48. The commutative property helps by recognizing that switching the order gives the same product. Choice C is correct because it recognizes 8×6 = 6×8 by commutative property, so both equal 48. This demonstrates proper use of the commutative as a strategy. Choice B is incorrect because it claims 46, perhaps confusing with addition or another operation. This error occurs when students don't understand the property or make computational mistakes. To help students apply properties: Explicitly teach and name properties with examples. Commutative: Use arrays that can be rotated (6 rows of 4 = 4 rows of 6). Teach: "If you know one fact, you know its reverse!" Practice as strategies, not just as abstract properties: "How can commutative property help you?" Connect to real situations. Watch for students who memorize property names but don't apply them strategically, or who make errors within the property application.

This question tests applying properties of operations to multiply and divide (CCSS.3.OA.5), specifically using distributive property as a strategy. The distributive property of multiplication states you can break apart one factor and distribute the multiplication. 8×7 = 8×(5+2) = (8×5)+(8×2) = 40+16 = 56. In this problem, we can solve 6×9 by thinking 9=10-1. The distributive property helps by using known 6×10 and subtracting 6×1. Choice A is correct because it breaks 6×9 into 6×(10-1) = 60-6 = 54 using distributive property. This demonstrates proper use of the distributive as a strategy. Choice B is incorrect because it shows 6×10 -1 instead of 6×10 -6×1, forgetting to distribute the subtraction. This error occurs when students apply property incorrectly. To help students apply properties: Explicitly teach and name properties with examples. Distributive: Use area models (split rectangle) or break-apart strategies. Teach: "Use facts you know to figure out facts you don't." Practice as strategies, not just as abstract properties: "How can distributive property help you?" Connect to real situations. Watch for students who memorize property names but don't apply them strategically, or who make errors within the property application.

This question tests applying properties of operations to multiply and divide (CCSS.3.OA.5), specifically using distributive property as a strategy. The distributive property of multiplication states you can break apart one factor and distribute the multiplication. 8×7 = 8×(5+2) = (8×5)+(8×2) = 40+16 = 56. In this problem, we can solve 7×6 by breaking 6 into 5+1 using known 7×5=35. The distributive property helps by adding on the remaining part. Choice B is correct because it breaks 7×6 into 7×5 + 7×1 = 35+7 = 42 using distributive property. This demonstrates proper use of the distributive as a strategy. Choice A is incorrect because it subtracts instead of adding, showing 7×5 - 7×1=28, applying property incorrectly. This error occurs when students confuse addition with subtraction in decomposition. To help students apply properties: Explicitly teach and name properties with examples. Distributive: Use area models (split rectangle) or break-apart strategies. Teach: "Use facts you know to figure out facts you don't." Practice as strategies, not just as abstract properties: "How can distributive property help you?" Connect to real situations. Watch for students who memorize property names but don't apply them strategically, or who make errors within the property application.

This question tests applying properties of operations to multiply and divide (CCSS.3.OA.5), specifically using commutative property as a strategy. The commutative property of multiplication states the order of factors doesn't change the product. 6×4 = 4×6 = 24. Helpful when you know one fact (like 4×6) and need the reverse (6×4)—it's the same! In this problem, we need to identify which equation demonstrates that order doesn’t change the product. The commutative property helps by showing equivalence when factors are swapped. Choice C is correct because it recognizes 6×4 = 4×6 by commutative property, so both equal 24. This demonstrates proper use of the commutative as a strategy. Choice D is incorrect because it claims 7×5 = 7+5, confusing multiplication with addition. This error occurs when students confuse properties. To help students apply properties: Explicitly teach and name properties with examples. Commutative: Use arrays that can be rotated (6 rows of 4 = 4 rows of 6). Teach: "If you know one fact, you know its reverse!" Practice as strategies, not just as abstract properties: "How can commutative property help you?" Connect to real situations. Watch for students who memorize property names but don't apply them strategically, or who make errors within the property application.

This question tests applying properties of operations to multiply and divide (CCSS.3.OA.5), specifically using distributive property as a strategy. The distributive property of multiplication states you can break apart one factor and distribute the multiplication. 8×7 = 8×(5+2) = (8×5)+(8×2) = 40+16 = 56. In this problem, we can solve 7×8 by breaking 8 into 5+3. The distributive property helps by using known facts like 7×5 and adding 7×3. Choice A is correct because it breaks 7×8 into 7×5 + 7×3 = 35+21 = 56 using distributive property. This demonstrates proper use of the distributive as a strategy. Choice C is incorrect because it shows 35+3 instead of 35+21, forgetting to distribute to both terms. This error occurs when students apply property incorrectly. To help students apply properties: Explicitly teach and name properties with examples. Distributive: Use area models (split rectangle) or break-apart strategies. Teach: "Use facts you know to figure out facts you don't." Practice as strategies, not just as abstract properties: "How can distributive property help you?" Connect to real situations. Watch for students who memorize property names but don't apply them strategically, or who make errors within the property application.