1. 3rd Grade Math Module 7 Lesson 30
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3rd Grade Math
Module 7 Lesson 30

2. Lesson 30 Learning Goal
I can share my strategies and analyze peer strategies for problem solving.

3. 2 x 2 = 4 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze
peer strategies for problem solving.
Say the multiplication sentence.
2 x 2 = 4
Multiply and Divide

4. 3 x 3 = 9 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze
peer strategies for problem solving.
Say the multiplication sentence.
3 x 3 = 9
Multiply and Divide

5. 4 x 4 = 16 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze
peer strategies for problem solving.
Say the multiplication sentence.
4 x 4 = 16
Multiply and Divide

6. 5 x 5 = 25 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze
peer strategies for problem solving.
Say the multiplication sentence.
5 x 5 = 25
Multiply and Divide

7. 6 x 6 = 36 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze
peer strategies for problem solving.
Say the multiplication sentence.
6 x 6 = 36
Multiply and Divide

8. 3 x 2 = 6 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze
peer strategies for problem solving.
Say the multiplication sentence.
3 x 2 = 6
Multiply and Divide

9. 4 x 2 = 8 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze
peer strategies for problem solving.
Say the multiplication sentence.
4 x 2 = 8
Multiply and Divide

10. 5 x 3 = 15 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze
peer strategies for problem solving.
Say the multiplication sentence.
5 x 3 = 15
Multiply and Divide

11. 7 x 3 = 21 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze
peer strategies for problem solving.
Say the multiplication sentence.
7 x 3 = 21
Multiply and Divide

12. 4 ÷ 2 = 2 Lesson 30 Say the division sentence. Multiply and Divide
I can share my strategies and analyze
peer strategies for problem solving.
Say the division sentence.
4 ÷ 2 = 2
Multiply and Divide

13. 15 ÷ 5 = 3 Lesson 30 Say the division sentence. Multiply and Divide
I can share my strategies and analyze
peer strategies for problem solving.
Say the division sentence.
15 ÷ 5 = 3
Multiply and Divide

14. 9 ÷ 3 = 3 Lesson 30 Say the division sentence. Multiply and Divide
I can share my strategies and analyze
peer strategies for problem solving.
Say the division sentence.
9 ÷ 3 = 3
Multiply and Divide

15. 24 ÷ 4 = 6 Lesson 30 Say the division sentence. Multiply and Divide
I can share my strategies and analyze
peer strategies for problem solving.
Say the division sentence.
24 ÷ 4 = 6
Multiply and Divide

16. 49 ÷ 7 = 7 Lesson 30 Say the division sentence. Multiply and Divide
I can share my strategies and analyze
peer strategies for problem solving.
Say the division sentence.
49 ÷ 7 = 7
Multiply and Divide

17. Lesson 30
I can share my strategies and analyze
peer strategies for problem solving.
Read problem 3 from yesterday’s Problem Set:
Jeremiah and Hayley use a piece of rope to mark a square space for their booth at the science fair. The area of their space is 49 square feet. What is the length of the rope that they use if they leave a 3-foot opening to get in and out?
Concept Development

18. Lesson 30 The length of the rope is 25 ft.
I can share my strategies and analyze
peer strategies for problem solving.
Jeremiah and Hayley use a piece of rope to mark a square space for their booth at the science fair. The area of their space is 49 square feet. What is the length of the rope that they use if they leave a 3-foot opening to get in and out?
28 ft
Student A’s work:
A = 49 sq. ft
P =
P = 28 ft r
3 ft
opening
r =
r = 25 ft
7 ft
The length of the rope is 25 ft.
Concept Development

19. Lesson 30 The length of the rope is 25 ft.
I can share my strategies and analyze
peer strategies for problem solving.
Is the drawing helpful? What makes it helpful or not?
Did Student A represent all the important information in his drawing? Explain.
Was his drawing the most effective one to use? Why or why not?
What suggestion would you make to Student A to improve his work?
28 ft
Student A’s work:
A = 49 sq. ft
P =
P = 28 ft r
3 ft
opening
r =
r = 25 ft
7 ft
The length of the rope is 25 ft.
Concept Development

20. Lesson 30 The length of the rope is 25 ft.
I can share my strategies and analyze
peer strategies for problem solving.
Is the drawing helpful? What makes it helpful or not?
Did Student A represent all the important information in his drawing? Explain.
Was his drawing the most effective one to use? Why or why not?
What suggestion would you make to Student A to improve his work?
Student B’s work:
7 ft
r =
r =
r = 25 ft
A = 49 sq. ft
_ x _ = 49
7 x 7 = 49
7 ft
7 ft
3 ft
4 ft
7 ft
opening
The length of the rope is 25 ft.
Concept Development

21. Lesson 30 Use the Problem Sets from Lessons 28 and 29
I can share my strategies and analyze
peer strategies for problem solving.
Use the Problem Sets from Lessons 28 and 29
for Concept Development.
Concept Development