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 songs with 4 minutes each, representing measurement quantities, and 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 C is incorrect because it divides in the wrong direction (4÷2=2, perhaps misreading). 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, there are 5 boxes with 8 crayons each, representing equal groups, and the unknown is the total, so we need to multiply. Choice B is correct because 5 boxes × 8 crayons per box = 40 crayons total. This accurately solves the problem using the correct operation. Choice A is incorrect because it uses addition (5+8=13) instead of multiplication (5×8=40). 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: 6×7=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 ($groups \times \text{per group} = total$), array ($rows \times \text{per row} = total$), or measurement ($\text{# of units} \times \text{amount per unit} = total$). (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 rows with 9 plants each, representing an array, and the unknown is the total, so we need to multiply. Choice B is correct because $4 \times 9 = 36$ plants total. This accurately solves the problem using the correct operation. Choice C is incorrect because it has a calculation error (perhaps $5 \times 9 = 45$, misreading rows). This error occurs when students 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.

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, chairs are set in 7 rows with 5 chairs in each row, representing an array. The unknown is the total, so we need to multiply. Choice C is correct because 7 rows × 5 chairs per row = 35 chairs total. This accurately solves the problem using the correct operation. Choice A is incorrect because it uses addition (7+5=12) instead of multiplication (7×5=35). 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, tiles are arranged in 8 rows with 7 tiles in each row, representing an array, and the unknown is the total, so we need to multiply. Choice C is correct because 8 rows × 7 tiles per row = 56 tiles total. This accurately solves the problem using the correct operation. Choice D is incorrect because it multiplies 8×8=64, perhaps confusing the numbers. 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, 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 × 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 ($6 \times ? = 42$ 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, 63 grapes are put into bowls with 7 each, representing equal groups, and the unknown is the number of groups (bowls), so we need to divide. Choice B is correct because $63 \div 7 = 9$ bowls. This accurately solves the problem using the correct operation. Choice C is incorrect because it multiplies ($7 \times 8 = 56$, perhaps misreading). 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, Jamal has 4 times as many stickers as Carlos's 7, representing measurement quantities, and the unknown is the total for Jamal, so we need to multiply. Choice B is correct because 7 stickers × 4 = 28 stickers. This accurately solves the problem using the correct operation. Choice C is incorrect because it multiplies wrong numbers (7×3=21, perhaps misreading 'times'). This error occurs when students 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.