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Grade 3

Mathematics

Unit 8: Multiplication Facts for 3, 4, 6, 7, and 8 and Division

Time Frame: Approximately four weeks

Unit Description

This unit focuses on the multiplication facts for 3, 4, 6, 7, and 8. It examines how multiplication and division are related. There is emphasis on modeling problems as well as further developing the idea of the distributive property of multiplication.

Student Understandings

Students learn strategies for the multiplication facts and learn to apply the properties for multiplication. They also learn to identify and solve real-life problems.

Guiding Questions

1. Can students use strategies and properties for the multiplication facts for 3, 4, 6, 7, and 8?

2. Can students solve division problems with factors of 3, 4, 6, 7, and 8?

3. Can students solve multiplication and division problems using appropriate representation?

4. Can students integrate all operations to solve real-life problems?

Unit 8 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|Number and Number Relations |

|5. |Recognize and model multiplication as a rectangular array or as repeated addition (N-4-E) (N-7-E) |

|6. |Recognize and model division as separating quantities into equal subsets (fair shares) or as repeated subtraction (N-4-E)|

| |(N-7-E) |

|7. |Recognize and apply multiplication and division as inverse operations (N-4-E) |

|8. |Recognize, select, connect, and use operations, operational words, and symbols |

| |(i.e., +, -, ×, ÷) to solve real life situations. (N-5-E) (N-6-E) (N-9-E) |

|9. |Know basic multiplication and division facts [0s, 1s, 2s, 5s, 9s, and turn-arounds (commutative facts), including |

| |multiplying by 10s] (N-6-E) (N-4-E) |

|Algebra |

|15. |Use objects, pictures, numbers, symbols, and words to represent multiplication and division problem situations. |

|16. |Use number sentences to represent real-life problems involving multiplication and division. (A-1-E) (N-4-E) |

|Data Analysis, Probability, and Discrete Math |

|47. |Find patterns to complete tables, state the rule governing the shift between successful terms, and continue the pattern |

| |(including growing pattern. (P-1-E) (P-2-E) |

|CCSS for Mathematical Content |

|CCSS# |CCSS Text |

|3.OA.3 |Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and |

| |measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the |

| |problem. |

|3.OA.4 |Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, |

| |determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?. |

|3.OA.5 |Apply properties of operations as strategies to multiply and divide. Examples: If |

| |6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by |

| |3 × 5 = 15, then 15 × 2 = 30, or by |

| |5 × 2 =10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 30 and 8× 2 =16, one can |

| |find 8× 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) |

|ELA CCSS |

|CCSS# |CCSS Text |

|Writing Standards |

|W.3.1 |Write opinion pieces on topics or texts, supporting a point of view with reasons. |

|W.3.2 |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

|SL.3.4 |Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive |

| |details, speaking clearly at an understandable pace. |

Sample Activities

Activity 1: Strategies for Facts of 3 (GLEs: 5, 9, 15; CCSS: 3.OA.3, 3.OA.5)

Materials List: toothpicks (10 per student) in zip top bags, learning log, Grid Paper BLM

Give students a copy of the Grid Paper BLM. Have students draw the following rectangles on the Grid Paper BLM.

• Tell students to draw a 3 × 2 on grid paper. Discuss that a 3 × 2 rectangle is the same as a 2 × 3 rectangle and that they learned 2 × 3 as a fact for 2.

• Have students draw a 3 × 3 rectangle. Tell students that a 3 × 3 rectangle could be thought of as 3 rows of 3. Ask students if they can think of ways to break the rectangle into smaller rectangles and use facts that they already know. (The rectangle could be broken into 2 smaller rectangles, one that is 2 rows of 3 and one that is 1 row of 3. So 3 × 3 is the same as 2 × 3 + 1 × 3 which is 6 + 3 or 9.)

• Tell students to draw a rectangle that is 3 × 4. Ask students if they can think of ways to break the rectangle into smaller rectangles and use facts that they already know. Discuss that for 3 × 4 or 4 × 3, they could think of 2 rows of 3 and double that. Students may think of 2 × 3 + 2 × 3 or they may think 2 groups of 2 × 3 which is 2 × (2 × 3) or 12.

• Have students draw a 3 × 6 rectangle. Ask students if they can think of ways to break the rectangle into smaller rectangles and use facts that they already know. (Students know 3 × 5, because they know 5 × 3. The facts 3 × 6 or 6 × 3, could be thought of as 5 rows of 3 + 1 row of 3 or as 5 × 3 + 1 × 3 which is 15 + 3 or 18. It could also be thought of as 3 rows of 3 + 3 rows of 3 which is 3 × 3 + 3 × 3 or 18.)

• Have students draw a 3 × 7 rectangle. Ask students if they can think of ways to break the rectangle into smaller rectangles and use facts that they already know. (The facts 3 × 7 or 7 × 3 could be thought of as 1 row of 7 + 2 rows of 7 which would be 1× 7 + 2 × 7 which is 7 + 14 or 21.)

• Have students draw a 3 × 8 rectangle. Ask students if they can think of ways to break the rectangle into smaller rectangles and use facts that they already know. (The facts 3 × 8 or 8 × 3, could be thought of as 1 row of 8 + 2 rows of 8 which would be 1× 8 + 2 × 8 which is 8 + 16 or 24.) Remind students that they already know 9 × 3, so they also know 3 × 9.

Breaking facts apart into the sum of two products demonstrates the distributive property. For example, 6 × 3 = (5 + 1) × 3 = 5 × 3 + 1 × 3.

Ask students to name a shape that has 3 sides (triangle). Tell students that they will be multiplying by 3s and that triangles can help them do this. Have students use toothpicks to make a triangle. Pass out bags of 10 toothpicks to each student. Tell students to make a triangle. Ask them to tell the number of sides on one triangle and write the number sentences on the board 3 × 1 = 3 and 1 × 3 = 3. Remind students that they are using the commutative property for multiplication when they realize that 1 × 3 and 3 × 1 give the same product. The order of the factors does not matter. Have students use the toothpicks to make 3 triangles. Ask students how many toothpicks they used and show them the number sentence 3 × 3 = 9. Pick up the bags of toothpicks from the students and have them draw a triangle and write the number sentence 3 × 1 = 3 in their learning logs (view literacy strategy descriptions). Have students draw a picture and write the number sentence for each of the facts for 3s. Monitor students work as they create pictures and number sentences for facts of 3.

Activity 2: Strategies for Facts of 4 (GLEs: 5, 9, 15, 47; CCSS: 3.OA.3, 3.OA.5)

Materials List: counting manipulatives such as blocks, Grid Paper BLM

Tell students that one strategy for solving the multiplication facts for 4 is to double the 2s facts for the number. For example, for 4 ( 3, they can think 2 groups of 3 plus 2 groups of 3 or 6 + 6 which is 12. They could also think of 2 groups of 3 which is 6 and double that number to get 12. The first way would be shown as 2 ( 3 + 2 ( 3 = 12 and the second way would be shown as

2 ( (2 ( 3) = 12.

Show students pictures of doubles which can be found on Google Images by searching for “doubles in multiplication.” Give students a copy of the Grid Paper BLM. To show 4 × 6, ask students to name a fact of 2 that they could double that would give the same answer as 4 × 6 (2 × 6). Have students draw a 2 × 6 rectangle with a green marker. Have them draw a second 2 × 6 rectangle directly below the first rectangle with a blue marker. Ask students how many rows there are in all. (4) Tell them that two sets of two are equal to 4 sets and this is a strategy to help them with the facts of 4. Tell students to write the number sentence that goes with the whole rectangle they have drawn to see that (2 × 6) + (2 × 6) = 24 and 4 × 6 = 24. This strategy shows the distributive property. (2 × 6) + (2 × 6) = (2 + 2)× 6 = 4 × 6. Have students use the Grid Paper to draw the other facts of 4, by drawing a rectangle for the corresponding facts of 2 and drawing a second rectangle beneath it.

As practice for the facts of 4, have students create an input/output table. Have students pick an animal that they like with four legs, maybe a horse. Have students create and fill in an input/output chart for the number of horses and the number of legs. Have them fill in the chart for up to 4 horses. Students can use manipulatives to help them complete the chart.

For example:

|Number of Horses |Number of legs |

|1 |4 |

|2 |8 |

|3 |12 |

|4 |16 |

Once the chart is completed, have students write the rule that their table represents. For example, the rule is number of horses times four or n ( 4. Write several multiplication sentences related to the chart: 1 × 4 = 4, 2 × 4 = 4, 3 × 4 = 12, etc.

To practice other facts, complete several examples with the whole class, using different animals, such as chickens, spiders, insects. Have students work in pairs to choose an item and complete a T-chart with at least 6 entries, write the rule and a given number of multiplication sentences related to the T-chart. “Things” may be assigned so that a variety of rules will be represented. For example, to avoid every students’ having the same chart, include items, such as bicycles, tricycles, 4-wheelers, a stool with 3 legs, etc. Have students share T-charts with the class. These pages can be bound as a class book to review later.

Activity 3: Strategies for Facts of 6 (GLEs: 5, 9, 15; CCSS: 3.OA.3, 3.OA.5, W.3.2)

Materials List: paper, Grid Paper BLM, learning logs

Tell students there are several strategies for 6s in multiplication. These include:

• Combining two easier multiplication facts: For the fact 6 × 7, students may think, 4 × 7 = 28 and 2 × 7 = 14, so 6 × 7 = (28 + 14) or 42. Give students a copy of the Grid Paper BLM and have them fill in 4 rows of 7 in green and right underneath it 2 rows of 7 blue. Ask them what the dimensions of the new rectangle are (6 × 7). Again the students are using the distributive property. 4 × 7 + 2 × 7 = (4 + 2) × 7 or 6 × 7.

• Using the facts for 3 and doubling the answer: Have students draw one rectangle that is 3 rows of 8 and another rectangle that is 3 rows of 8 directly underneath it. Have them write the number sentence that this represents. Tell them 6 × 8 = (3 × 8) + (3 × 8) or 24 + 24 = 48.

• Using the facts of 5 and adding 1 more group: For another example to find 6 × 4, have students think of 5 groups of 4 and 1 more group of 4, so 5 × 4 + 1 × 4 = 20 + 4 = 24.

Have students use split-page notetaking (view literacy strategy descriptions) to record strategies for 6s. Below is an example.

Strategies for 6s

Combining two easier multiplication facts. 6 × 3 = 6 × 2 + 6 × 1 or 12 + 6= 18

Using the facts for 3 and doubling the answer. 6 × 3 = 3 × 3 + 3 × 3 or 9 + 9= 18

Using the facts for 5 and adding one more group. 6 × 3 = 5 × 3 + 1 × 3 or 15 + 3= 18

After writing these notes in the learning logs (view literacy strategy descriptions), have students design a poster demonstrating the strategies for multiplying by 6. Students should include the strategy, an example of a number sentence for the facts for 6, and a demonstration of how to use the strategy to solve their number sentence. Students should demonstrate this with a fact that was not used in the other examples in this lesson such as 6 × 4. Posters can then be displayed.

Activity 4: Strategies for Facts of 7 and 8 (GLE: 9; CCSS: 3.OA.3, O3.OA.5)

Materials List: learning logs, board, Grid Paper BLM

Remind students that if they know 2 × 3 = 6, they also know 3 × 2 = 6. Tell them that turn around facts (commutative facts) can be applied to all of the facts, so when they get to the facts for 7s and 8s, they really only need to learn three new facts. These are 7 × 7 = 49, 7 × 8 = 56, and 8 × 8 = 64. They already know their facts for the other numbers, so they only need to think of turn- around facts for the 7s and 8s. Have students write the number sentences for the 7s and 8s and next to each one write the turn-around fact. For example, 7 × 1 = 7 1 × 7 = 7

7 × 2 = 14 2 × 7 = 14

Remind students that they have learned the distributive property and can use it for the 7s and 8s multiplication facts. Distribute the Grid Paper BLM.

• Have students draw a 7 × 7 rectangle. Ask students if they can think of ways to break the rectangle into smaller rectangles and use facts that they already know. (The fact 7 × 7, could be thought of as 5 rows of 7 + 2 rows of 7 or as 5 × 7 + 2 × 7 which is 35 + 14 or 49. It could also be thought of as 3 rows of 7 + 4 rows of 7 which is 3 × 7 + 4 × 7 or 21 + 28 = 49.)

• Have students draw a 7 × 8 rectangle. Ask students if they can think of ways to break the rectangle into smaller rectangles and use facts that they already know. (The facts 7 × 8 or 8 × 7 could be thought of as 5 rows of 8 + 2 rows of 8 or as 5 × 8 + 2 × 8 which is 40 + 16 or 56. It could also be thought of as 4 rows of 7 + 4 rows of 7 which is 4 × 7 + 4 × 7 or 28 + 28.) Point out that they have also doubled the 4s for the facts of 8.

• Have students draw an 8 × 8 rectangle. Ask students if they can think of ways to break the rectangle into smaller rectangles and use facts that they already know. (The fact 8 × 8, could be thought of as 5 rows of 8 + 3 rows of 8 or as 5 × 8 + 3 × 8 which is 40 + 24 or 64. It could also be thought of as 4 rows of 8 + 4 rows of 8 which is 4 × 8 + 4 × 8 or 28 + 28.) Point out that they have doubled the 4s for the facts of 8.

Students can memorize rhymes for the three new facts for the 7s and 8s. Have students write the following rhymes in their learning logs (view literacy strategy descriptions) and work on memorizing them for these facts.

• 7 × 7 did just fine, so they named him 49.

• 7 × 8 thought order was great, 56 = 7 × 8. (Point out the consecutive numbers 5, 6, 7, 8.)

• 8 × 8 went to the store to get its nametag, 64.

Allow students to practice facts of 7s and 8s with partners. Separate students into two groups and play a version of tic-tac-toe on the board with the students. Draw a tic-tac-toe grid on the board. Call out a multiplication fact for the first student on team 1. If the response is correct, that student gets to place an X or O on the board. Continue playing until a team wins the tic-tac-toe game. Draw another grid and continue until all team members have had a turn.

Activity 5: Multiplication Pyramid (GLE: 9; CCSS: 3.OA.3, 3.OA.5)

Materials List: Multiplication Pyramid BLM

Tell students that after they know the multiplication tables to 5s, there are only 10 facts left to learn because they can use turn around facts (commutative facts) to solve problems. Give students the Multiplication Pyramid BLM and lead a discussion of the facts left to memorize as they fill in the missing components on the pyramid. Students can use the pyramid to study these facts for a test or quiz.

Activity 6: Any Way You Slice It! (GLEs: 5, 8, 9; CCSS: 3.OA.3, 3.OA.5, SL.3.4)

Materials List: Grid Paper BLM, string, paper, pencil

Give each student a copy of the Grid Paper BLM (or substitute tiles or cubes). Assign each pair of students a multiplication problem such as 5 × 6. Have students model this problem as a rectangular array on the grid paper. Using a piece of string, have students (in pairs) find all of the different ways that the rectangle could be divided into two smaller rectangles. Have students write an equation for each of the smaller rectangles. For a “cut” that results in one row that is 6 units long in the 5 × 6 rectangle, ask students to write 5 × 6 = (4 × 6) + (1 × 6) since the rectangle is now composed of 4 × 6 and 1 × 6 rectangular pieces. Another possible “cut” could result in two rectangular pieces, one a 3 by 6 and the other a 2 by 6 rectangle. Have students write 5 × 6 = (3 × 6) + (2 × 6)= 18 + 12 = 30. This activity reinforces the understanding of the distributive property of multiplication over addition.

The professor know-it-all (view literacy strategy descriptions) strategy can be used to help reinforce understanding of the distributive property of multiplication over addition. This strategy involves students coming to the front of the room in groups and assuming the role of experts on the distributive property as their peers ask them questions. The students can make up their own multiplication problem for the professors know-it-all. To add novelty to the strategy, let the students wear a tie, a graduation cap and gown, a lab coat, clipboard, or other symbol of professional expertise. Ask students to stand shoulder to shoulder. Invite questions from students. The professors should answer each question. They should huddle as a team to talk about the answer, return to their positions, and give answers in complete sentences. Students should be reminded to challenge and correct the professors know-it-all if the answers are not correct. Ask questions of each of the groups as necessary. This is a great review of the distributive property of multiplication over addition.

Extend learning by using real-life situations in which using the distributive property will simplify problem solving when dealing with larger numbers. Give students the following examples:

• If your mom is planning a party and buys 6 cases of soda, 8 cans in each case, how many cans of soda will she have? 6 × 8 = (5 × 8) + (1 × 8) = 40 + 8 = 48

• If you buy 7 packages of hot dogs, and there are 8 hot dogs in a package, how many hot dogs will you have? 7 × 8 = (5 × 8) + (2 × 8) = 40 + 16 = 5

Activity 7: Divide It! (GLEs: 6, 8, 9, 16; CCSS: 3.OA.3)

Materials List: counters, paper, pencils

Provide students with counters. Tell students that Sam has 12 apples. He wants to share them equally among his 3 friends. How many apples will each friend receive? Ask students how they could share the 12 apples. Tell students to use their counters to show how they would share the apples. (Divide the apples into 3 groups so there are 4 in each group.) Show students the number sentence 12 ÷ 3 = 4.

Ask students: Martha has 30 pieces of candy to share with her 5 friends, and she wants each friend to get the same amount. How many pieces of candy should she give each friend? Ask students to take out 30 of their counters. Next, ask if they can share the 30 pieces of candy equally among the 3 friends. Help students write the number sentence to show the solution to this problem. Repeat this activity with other story problems that require division by 3, 4, 6, 7, and 8.

Activity 8: Division as Repeated Subtraction (GLEs: 6, 8, 16)

Materials List: paper, pencils

Have students use repeated subtraction to find the quotient for division problems like 27 ÷ 3. To solve a division problem by repeated subtraction, have students subtract repeatedly until they get a difference of 0. Ask students how many times they can subtract 3 from 27. In this example, they would subtract 3 from 27, nine times. Thus, the quotient is 9. Show students the number sentence for this problem and then give them situations in which they use repeated subtraction to solve division problems. Some examples are given below:

• Emma had 54 books. She put the books on a bookshelf with 6 books on each shelf. How many shelves are needed on the book shelf ? (9)

• Heath had 32 oranges. He put the oranges into bags with 4 in each bag. How many bags will he fill? (8)

• Ken is putting 42 baseball cards in an album. If he puts 7 baseball cards on a page how many pages will he need in the album? (6)

Activity 9: The Broken Divide Key (GLEs: 6, 9)

Materials List: calculators

Use the SQPL (view literacy strategy descriptions) strategy with the statement: “Without using the division key, I can use the calculator to answer a division problem.” Write the statement on the board and have students record it in their notebooks. Students should pair up and generate 2 or 3 questions they would like answered. (Some possible questions are What key will I use instead of the divide key? Will it take a longer or shorter amount of time to get my answer to a division problem? Can I use this idea for all of my division facts?) The questions must be related to the statement. Ask students to share their questions with the class. Write these on the board. If the same questions are asked more than once, highlight or star them. Have students work in pairs. Give each pair a calculator and tell students that the divide key has been accidentally broken. Begin by giving a division problem like[pic].

Have student pairs find a way to solve the problem without using the divide key. Some students may repeatedly subtract 6, keeping track of how many times they do so. Other students may use the fact that multiplying 6 by 9 gives 54, and thus, conclude the quotient is 9. Repeat this activity several times. Be sure to use story problems as well. As content is covered, stop periodically and have students discuss with their partners which questions could be answered, then ask for volunteers to share. Students should record the questions and the answers they find in their learning logs (view literacy strategy descriptions). They should also write their response to the SQPL statement.

Activity 10: Multi-Step Word Problem (GLEs: 8; CCSS: 3.OA.3, W.3.2)

Materials List: paper

Tell students that there are problems that require them to do two or more different steps. Write this example: Sara has three apple trees in her yard. Each apple tree produced 8 apples. During a storm, 7 apples fell off of the trees. How many apples are left on the trees? Show students how to make a flow chart to show the steps to solve multi-step problems such as this one.

Tell students that they will make a graphic organizer (view literacy strategy descriptions) flow-chart for the following problem. A graphic organizer is a visual display used to help students organize information. A flowchart is a way of writing out the steps to solve word problems. Have students make a flow chart to solve the following problem. Hank lives on a farm and has 4 chickens. His neighbor also raises chickens and gave him 20 eggs. If Hank has a total of 32 eggs now, how many eggs did each chicken lay?

Have students share their flowcharts to review their steps. This is a great visual for students to review multi-step problems.

2013-2014

Activity 11: Missing Number Meanings (CCSS: 3.OA.4)

Materials List: paper, pencil

Display the number sentence 3 × ? = 30. Ask students to write down what they think this equation means. Call on several students and write their responses on the board. Some responses may be:

• 3 groups of some number is the same as 30.

• 3 times some number is the same as 30.

• I know that 3 groups of 10 is 30 so the unknown number is 10.

• The missing factor is 10 because 3 times 10 equals 30.

Give students the following problems and allow them to solve the problems with partners.

• 18 = ? × 6

• 45 ÷ = 9

• Rachel has 4 bags. There are 7 marbles in each bag. How many marbles does Rachel have altogether? 4 × 7 = m

2013-2014

Activity 12: Missing Numbers (GLE: 7; CCSS: 3.OA.4)

Materials List: Missing Numbers BLM

Tell students that multiplication and division number sentences are related. Display 8 × 4 = 32 and 32 ÷ 8 = 4. Tell students that the number sentences show the inverse relationship of multiplication and division. Tell students that they can use this concept to help them solve problems with missing numbers. Distribute the Missing Numbers BLM and have students complete the activity. When students have completed the activity, have them share their answers with others to check their work. Answer any questions students may have by showing the inverse operations of the problem.

Sample Assessments

General Guidelines

Students need to be observed both as individuals and in groups. Continue to assess students by listening to them during whole class and partner discussions.

General Assessments

• Include in the portfolio assessment the following:

✓ Anecdotal notes from teacher observation

✓ Student explanations from specific activities

• Ask probing questions while students are working in groups such as:

✓ How did you figure that out?

✓ Are you sure?

✓ Can you explain why you are sure?

• Provide sharing time for group work. Ask questions such as

✓ Does anyone have another way to figure it out?

✓ What do you think about that?

• Have students complete journal entries.

✓ Entries could include:

▪ How could you solve a larger multiplication problem by using two smaller problems?

▪ What is 20 ÷ 4? Make a word problem to go with this number sentence and explain how to solve it?

▪ How can you use subtraction to solve a division problem?

.

Activity-Specific Assessments

• Activity 2: Have the student solve this problem: There are 7 puppies in a box. How many paws are in the box? Solve the problem. Explain your thinking using words, pictures, and numbers. Write a number sentence to go with the problem.

• Activity 8: Have the student respond to the following situation: Your class is planning an end-of-the-year picnic. As a class, you have decided to have hotdogs, soft drinks, chips, pickles, and ice cream cups. Your teacher has a list on the board and asks you to figure out how many packages of each item she will need to buy so that everyone can have at least one of each item. There are 24 people in the class including the teacher.

|Hot dogs |Hot dog buns |Soft drinks |Chips |Pickles |Ice cream cups|

|6 in a pack |8 in a bag |4 in a pack |8 small bags in|6 in a bottle |4 in a pack |

| | | |a box | | |

Make a shopping list for your teacher. List how many of each item she will need to buy and explain your reasoning.

• Activity 10: Have the student solve this problem: You put $7 into your bank account each week. You did this for 5 weeks. You also got $30 for your birthday that you put in the bank. How much money do you have in the bank? Solve the problem. Explain your thinking using words, pictures, and numbers. Write a number sentence to go with the problem.

Solution: $65

Possible sentences: $7 × 5 = $35 $35 + $30 = $65

If the student illustrated the problem, is it clear and meaningful?

Is the explanation clear?

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Total apples (24) minus the number that fell off.

24 – 7 = 17

There are 17 apples left on the trees.

Trees times the number of apples.

3 × 8=24

Each chicken laid 3 eggs.

Total number of eggs his chickens laid divided by 4.

12 ÷ 4 = 3

Number of eggs Hank has now minus those given to him by his neighbor.

32 – 20 = 12

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