This question tests solving word problems using multiplication and division within 100 (CCSS.3.OA.3), specifically applying these operations to situations with equal groups, arrays, or measurement quantities. To solve multiplication/division word problems: (1) Identify the structure—equal groups (groups $ \times $ per group = total), array (rows $ \times $ per row = total), or measurement (# of units $ \times $ amount per unit = total). (2) Determine which is unknown—total (multiply), number in each group (divide total by # groups), or number of groups (divide total by per group). (3) Write equation with symbol for unknown ($6 \times ?=42$ or $42 \div 6=?$). (4) Solve and check if answer makes sense. For example: "6 bags with 7 pencils each, how many total?" → Structure: 6 groups of 7 → Multiply: $6 \times 7=42$ pencils. In this problem, there are 4 bags with 9 marbles in each bag, representing equal groups. The unknown is the total, so we need to multiply. Choice C is correct because 4 bags $ \times 9 $ marbles per bag = 36 marbles total. This accurately solves the problem using the correct operation. Choice A is incorrect because it uses addition ($4+9=13$) instead of multiplication ($4 \times 9=36$). This error occurs when students misidentify the operation. To help students solve multiplication/division word problems: Teach keywords as clues ("each", "per", "times as many" suggest multiplication; "divided", "shared equally", "per group" suggest division) but emphasize understanding structure over keywords. Draw pictures of equal groups/arrays. Practice writing equations before solving. Use manipulatives to model problems. Check reasonableness: Does 87 cookies per child make sense from 24 total? (No!) Relate multiplication and division: If $6 \times 7=42$, then $42 \div 6=7$ and $42 \div 7=6$. Watch for students who add when should multiply, or who don't connect the scenario to the correct operation.

This question tests solving word problems using multiplication and division within 100 (CCSS.3.OA.3), specifically applying these operations to situations with equal groups, arrays, or measurement quantities. To solve multiplication/division word problems: (1) Identify the structure—equal groups (groups $ \times $ per group = total), array (rows $ \times $ per row = total), or measurement (# of units $ \times $ amount per unit = total). (2) Determine which is unknown—total (multiply), number in each group (divide total by # groups), or number of groups (divide total by per group). (3) Write equation with symbol for unknown ($6 \times ?=42$ or $42 \div 6=?$). (4) Solve and check if answer makes sense. For example: "6 bags with 7 pencils each, how many total?" → Structure: 6 groups of 7 → Multiply: $6 \times 7=42$ pencils. In this problem, there are 8 plates with 6 cookies each, representing equal groups. The unknown is the total, so we need to multiply. Choice B is correct because 8 plates $ \times 6$ cookies per plate = 48 cookies total. This accurately solves the problem using the correct operation. Choice A is incorrect because it uses addition ($8+6=14$) instead of multiplication ($8 \times 6=48$). This error occurs when students misidentify the operation. To help students solve multiplication/division word problems: Teach keywords as clues ("each", "per", "times as many" suggest multiplication; "divided", "shared equally", "per group" suggest division) but emphasize understanding structure over keywords. Draw pictures of equal groups/arrays. Practice writing equations before solving. Use manipulatives to model problems. Check reasonableness: Does 87 cookies per child make sense from 24 total? (No!) Relate multiplication and division: If $6 \times 7=42$, then $42 \div 6=7$ and $42 \div 7=6$. Watch for students who add when should multiply, or who don't connect the scenario to the correct operation.

This question tests solving word problems using multiplication and division within 100 (CCSS.3.OA.3), specifically applying these operations to situations with equal groups, arrays, or measurement quantities. To solve multiplication/division word problems: (1) Identify the structure—equal groups (groups × per group = total), array (rows × per row = total), or measurement (# of units × amount per unit = total). (2) Determine which is unknown—total (multiply), number in each group (divide total by # groups), or number of groups (divide total by per group). (3) Write equation with symbol for unknown (6×?=42 or 42÷6=?). (4) Solve and check if answer makes sense. For example: "6 bags with 7 pencils each, how many total?" → Structure: 6 groups of 7 → Multiply: 6×7=42 pencils. In this problem, each song is 4 minutes long and Lila listens to 6 songs, representing measurement quantities. The unknown is the total, so we need to multiply. Choice B is correct because 6 songs × 4 minutes per song = 24 minutes total. This accurately solves the problem using the correct operation. Choice A is incorrect because it uses addition (6+4=10) instead of multiplication (6×4=24). This error occurs when students misidentify the operation. To help students solve multiplication/division word problems: Teach keywords as clues ("each", "per", "times as many" suggest multiplication; "divided", "shared equally", "per group" suggest division) but emphasize understanding structure over keywords. Draw pictures of equal groups/arrays. Practice writing equations before solving. Use manipulatives to model problems. Check reasonableness: Does 87 cookies per child make sense from 24 total? (No!) Relate multiplication and division: If 6×7=42, then 42÷6=7 and 42÷7=6. Watch for students who add when should multiply, or who don't connect the scenario to the correct operation.

This question tests solving word problems using multiplication and division within 100 (CCSS.3.OA.3), specifically applying these operations to situations with equal groups, arrays, or measurement quantities. To solve multiplication/division word problems: (1) Identify the structure—equal groups (groups × per group = total), array (rows × per row = total), or measurement (# of units × amount per unit = total). (2) Determine which is unknown—total (multiply), number in each group (divide total by # groups), or number of groups (divide total by per group). (3) Write equation with symbol for unknown (6×?=42 or 42÷6=?). (4) Solve and check if answer makes sense. For example: "6 bags with 7 pencils each, how many total?" → Structure: 6 groups of 7 → Multiply: 6×7=42 pencils. In this problem, Priya buys 6 items that cost $8 each, representing measurement quantities. The unknown is the total, so we need to multiply. Choice B is correct because 6 items × $8 per item = $48 total. This accurately solves the problem using the correct operation. Choice A is incorrect because it uses addition (6+8=14) instead of multiplication (6×8=48). This error occurs when students misidentify the operation. To help students solve multiplication/division word problems: Teach keywords as clues ("each", "per", "times as many" suggest multiplication; "divided", "shared equally", "per group" suggest division) but emphasize understanding structure over keywords. Draw pictures of equal groups/arrays. Practice writing equations before solving. Use manipulatives to model problems. Check reasonableness: Does 87 cookies per child make sense from 24 total? (No!) Relate multiplication and division: If 6×7=42, then 42÷6=7 and 42÷7=6. Watch for students who add when should multiply, or who don't connect the scenario to the correct operation.

This question tests solving word problems using multiplication and division within 100 (CCSS.3.OA.3), specifically applying these operations to situations with equal groups, arrays, or measurement quantities. To solve multiplication/division word problems: (1) Identify the structure—equal groups (groups $ \times $ per group = total), array (rows $ \times $ per row = total), or measurement (# of units $ \times $ amount per unit = total). (2) Determine which is unknown—total (multiply), number in each group (divide total by # groups), or number of groups (divide total by per group). (3) Write equation with symbol for unknown ($6 \times ?=42$ or $42\div6=?$). (4) Solve and check if answer makes sense. For example: "6 bags with 7 pencils each, how many total?" → Structure: 6 groups of 7 → Multiply: $6\times7=42$ pencils. In this problem, a garden has 4 rows of 9 plants in each row, representing an array. The unknown is the total, so we need to multiply. Choice A is correct because $4\times9=36$ plants total. This accurately solves the problem using the correct operation. Choice B is incorrect because it uses addition ($4+9=13$) instead of multiplication ($4\times9=36$). This error occurs when students misidentify the operation. To help students solve multiplication/division word problems: Teach keywords as clues ("each", "per", "times as many" suggest multiplication; "divided", "shared equally", "per group" suggest division) but emphasize understanding structure over keywords. Draw pictures of equal groups/arrays. Practice writing equations before solving. Use manipulatives to model problems. Check reasonableness: Does 87 cookies per child make sense from 24 total? (No!) Relate multiplication and division: If $6\times7=42$, then $42\div6=7$ and $42\div7=6$. Watch for students who add when should multiply, or who don't connect the scenario to the correct operation.

This question tests solving word problems using multiplication and division within 100 (CCSS.3.OA.3), specifically applying these operations to situations with equal groups, arrays, or measurement quantities. To solve multiplication/division word problems: (1) Identify the structure—equal groups (groups × per group = total), array (rows × per row = total), or measurement (# of units × amount per unit = total). (2) Determine which is unknown—total (multiply), number in each group (divide total by # groups), or number of groups (divide total by per group). (3) Write equation with symbol for unknown (6×?=42 or 42÷6=?). (4) Solve and check if answer makes sense. For example: "6 bags with 7 pencils each, how many total?" → Structure: 6 groups of 7 → Multiply: $6 \times 7 = 42$ pencils. In this problem, Jamal has 4 times as many stickers as Carlos who has 7 stickers, representing measurement quantities. The unknown is the total for Jamal, so we need to multiply. Choice B is correct because $4 \times 7 = 28$ stickers. This accurately solves the problem using the correct operation. Choice A is incorrect because it uses addition (4+7=11) instead of multiplication ($4 \times 7 = 28$). This error occurs when students misidentify the operation. To help students solve multiplication/division word problems: Teach keywords as clues ("each", "per", "times as many" suggest multiplication; "divided", "shared equally", "per group" suggest division) but emphasize understanding structure over keywords. Draw pictures of equal groups/arrays. Practice writing equations before solving. Use manipulatives to model problems. Check reasonableness: Does 87 cookies per child make sense from 24 total? (No!) Relate multiplication and division: If $6 \times 7 = 42$, then $42 \div 6 = 7$ and $42 \div 7 = 6$. Watch for students who add when should multiply, or who don't connect the scenario to the correct operation.

This question tests solving word problems using multiplication and division within 100 (CCSS.3.OA.3), specifically applying these operations to situations with equal groups, arrays, or measurement quantities. To solve multiplication/division word problems: (1) Identify the structure—equal groups (groups × per group = total), array (rows × per row = total), or measurement (# of units × amount per unit = total). (2) Determine which is unknown—total (multiply), number in each group (divide total by # groups), or number of groups (divide total by per group). (3) Write equation with symbol for unknown (6×?=42 or 42÷6=?). (4) Solve and check if answer makes sense. For example: "6 bags with 7 pencils each, how many total?" → Structure: 6 groups of 7 → Multiply: 6×7=42 pencils. In this problem, there are 36 flowers with 4 flowers in each vase, representing equal groups where the total is divided by the amount per group to find the number of groups, so we need to divide. Choice B is correct because 36 flowers ÷ 4 flowers per vase = 9 vases. This accurately solves the problem using the correct operation. Choice C is incorrect because it multiplies 4×10=40, perhaps miscounting or using the wrong operation. This error occurs when students misidentify the operation or make computational mistakes. To help students solve multiplication/division word problems: Teach keywords as clues ("each", "per", "times as many" suggest multiplication; "divided", "shared equally", "per group" suggest division) but emphasize understanding structure over keywords. Draw pictures of equal groups/arrays. Practice writing equations before solving. Use manipulatives to model problems. Check reasonableness: Does 87 cookies per child make sense from 24 total? (No!) Relate multiplication and division: If 6×7=42, then 42÷6=7 and 42÷7=6. Watch for students who add when should multiply, or who don't connect the scenario to the correct operation.

This question tests solving word problems using multiplication and division within 100 (CCSS.3.OA.3), specifically applying these operations to situations with equal groups, arrays, or measurement quantities. To solve multiplication/division word problems: (1) Identify the structure—equal groups (groups × per group = total), array (rows × per row = total), or measurement (# of units × amount per unit = total). (2) Determine which is unknown—total (multiply), number in each group (divide total by # groups), or number of groups (divide total by per group). (3) Write equation with symbol for unknown (6×?=42 or 42÷6=?). (4) Solve and check if answer makes sense. For example: "6 bags with 7 pencils each, how many total?" → Structure: 6 groups of 7 → Multiply: 6×7=42 pencils. In this problem, 48 crayons are packed equally into 6 boxes, representing equal groups where the total is divided by the number of groups to find per group, so we need to divide. Choice B is correct because 48 crayons ÷ 6 boxes = 8 crayons per box. This accurately solves the problem using the correct operation. Choice C is incorrect because it multiplies 6×7=42, perhaps confusing multiplication with division. This error occurs when students misidentify the operation or don't check reasonableness. To help students solve multiplication/division word problems: Teach keywords as clues ("each", "per", "times as many" suggest multiplication; "divided", "shared equally", "per group" suggest division) but emphasize understanding structure over keywords. Draw pictures of equal groups/arrays. Practice writing equations before solving. Use manipulatives to model problems. Check reasonableness: Does 87 cookies per child make sense from 24 total? (No!) Relate multiplication and division: If 6×7=42, then 42÷6=7 and 42÷7=6. Watch for students who add when should multiply, or who don't connect the scenario to the correct operation.

This question tests solving word problems using multiplication and division within 100 (CCSS.3.OA.3), specifically applying these operations to situations with equal groups, arrays, or measurement quantities. To solve multiplication/division word problems: (1) Identify the structure—equal groups (groups × per group = total), array (rows × per row = total), or measurement (# of units × amount per unit = total). (2) Determine which is unknown—total (multiply), number in each group (divide total by # groups), or number of groups (divide total by per group). (3) Write equation with symbol for unknown (6×?=42 or 42÷6=?). (4) Solve and check if answer makes sense. For example: "6 bags with 7 pencils each, how many total?" → Structure: 6 groups of 7 → Multiply: 6×7=42 pencils. In this problem, there are 6 packs with 7 cards in each pack, representing equal groups, and the unknown is the total, so we need to multiply. Choice B is correct because 6 packs × 7 cards per pack = 42 cards total. This accurately solves the problem using the correct operation. Choice C is incorrect because it multiplies 7×7=49, perhaps confusing the numbers or adding an extra pack. This error occurs when students make computational mistakes or use wrong numbers from the problem. To help students solve multiplication/division word problems: Teach keywords as clues ("each", "per", "times as many" suggest multiplication; "divided", "shared equally", "per group" suggest division) but emphasize understanding structure over keywords. Draw pictures of equal groups/arrays. Practice writing equations before solving. Use manipulatives to model problems. Check reasonableness: Does 87 cookies per child make sense from 24 total? (No!) Relate multiplication and division: If 6×7=42, then 42÷6=7 and 42÷7=6. Watch for students who add when should multiply, or who don't connect the scenario to the correct operation.

This question tests solving word problems using multiplication and division within 100 (CCSS.3.OA.3), specifically applying these operations to situations with equal groups, arrays, or measurement quantities. To solve multiplication/division word problems: (1) Identify the structure—equal groups ($groups \times per\ group = total$), array ($rows \times per\ row = total$), or measurement ($# of\ units \times amount\ per\ unit = total$). (2) Determine which is unknown—total (multiply), number in each group (divide total by # groups), or number of groups (divide total by per group). (3) Write equation with symbol for unknown ($6 \times ? = 42$ or $42 \div 6 = ?$). (4) Solve and check if answer makes sense. For example: "6 bags with 7 pencils each, how many total?" → Structure: 6 groups of 7 → Multiply: $6 \times 7 = 42$ pencils. In this problem, Ava buys 6 items that each cost $8, representing equal groups or measurement, and the unknown is the total cost, so we need to multiply. Choice C is correct because $6 \times 8 = 48$ total. This accurately solves the problem using the correct operation. Choice B is incorrect because it multiplies $6 \times 7 = 42$, perhaps using a wrong number. This error occurs when students use wrong numbers from the problem or make computational mistakes. To help students solve multiplication/division word problems: Teach keywords as clues ("each", "per", "times as many" suggest multiplication; "divided", "shared equally", "per group" suggest division) but emphasize understanding structure over keywords. Draw pictures of equal groups/arrays. Practice writing equations before solving. Use manipulatives to model problems. Check reasonableness: Does 87 cookies per child make sense from 24 total? (No!) Relate multiplication and division: If $6 \times 7 = 42$, then $42 \div 6 = 7$ and $42 \div 7 = 6$. Watch for students who add when should multiply, or who don't connect the scenario to the correct operation.