Tier Three Launchpad Worksheet Tier 3: Guided Support TEK 3.4K
Operation Station: Math Launchpad
Name:
Date:
Mission: Use equal groups and pictorial models to solve single-step and connected two-step problems.
Part 1: Single-Step Problem Warm-Up
(1 Multiplication • 1 Division)
Problem 1: Equal Groups Multiplication
Sam buys 4 pencil pouches . There are 5 markers in each pouch. How many markers does Sam have in all?
Draw 5 markers inside each group pouch:
Pouch 1
Pouch 2
Pouch 3
Pouch 4
Sentence: groups of =
Equation:
× = markers
Problem 2: Fair Sharing Division
Elena has 18 flower seeds . She puts 3 seeds in each small flower pot. How many flower pots does Elena need?
Circle groups of 3 seeds below:
Sentence: seeds in groups of =
Equation:
÷ = pots
★
Part 2: Connected Two-Step Challenge
Multiply Then Divide
Story: Marcus baked 3 trays of mini-muffins . There are 6 mini-muffins on each tray. Then, Marcus packs 2 mini-muffins into each snack bag. How many snack bags can Marcus fill?
Step 1: Find Total Muffins Operation: ×
How many total muffins did Marcus bake?
Tray 1 6
Tray 2 6
Tray 3 6
Equation:
× = muffins
Step 2: Pack into Bags Operation: ÷
Divide your total muffins by 2 muffins per bag:
Bring Step 1 total here:
muffins ÷ 2 per bag
Equation:
÷ 2 = bags
Final Solution Statement:
Marcus can fill
total snack bags.
Small Group Check: Did we use the Step 1 answer to solve Step 2?
Yes! Need Help
Tier Two Navigator Worksheet Tier 2: Targeted Support TEK 3.4K
Operation Station: Math Navigator
Name:
Date:
Strategy Focus: Model the problem using a strip diagram or equal groups, then write and solve each equation.
Part 1: Single-Step Strip Diagram Check
(1 Multiplication • 1 Division)
Problem 1 Equal Groups
An art teacher opens 7 packages of brushes. Each package contains 6 paintbrushes . How many total brushes are there?
Complete the Strip Diagram:
6
6
6
6
6
6
6
Total: ? brushes
Equation:
× =
Problem 2 Equal Sharing
Coach Kim has 45 jump ropes . She sorts them equally into 5 storage bins . How many jump ropes are in each bin?
Complete the Strip Diagram:
Total: 45 jump ropes
?
?
?
?
?
Equation:
÷ =
Part 2: Connected Two-Step Problem Solving
(Multiply & Divide in Action)
Problem 3: Trading Cards Two-Step: × then ÷
Sofia buys 6 packs of cards. Each pack contains 6 cards . She takes all her cards and organizes them equally into 4 binder pages . How many cards are on each binder page?
Step 1: Total cards bought
Multiply packs × cards per pack:
× = cards
Step 2: Cards on each page
Divide total cards by 4 binder pages:
÷ 4 = cards
Answer:
There are cards on each binder page.
Problem 4: Bakery Boxes Two-Step: ÷ then ×
A bakery makes 48 cookies and packs them equally into 6 gift boxes . A customer buys 4 of those boxes . How many cookies did the customer buy in total?
Step 1: Cookies in 1 box
Divide 48 cookies into 6 boxes:
48 ÷ 6 = cookies
Step 2: Cookies in 4 boxes
Multiply 4 boxes × cookies per box:
4 × = cookies
Answer:
The customer bought cookies in all.
Navigator Check: Which operation did you use first in Problem 3? Which in Problem 4?
Share your explanation with your small group partner.
Tier One Challenge Worksheet Tier 1: On-Level & Extension TEK 3.4K
Operation Station: Math Master
Name:
Date:
Mastery Focus: Model relationships with strip diagrams and equations with letters for unknowns, solve connected two-step problems, and critique mathematical reasoning.
Part 1: Single-Step Representation & Variable
Problem 1: Botanical Greenhouse Unknown Quantity
A greenhouse gardener planted 54 succulent cuttings evenly into 6 display trays . Write an equation with a letter s representing the unknown number of succulents in each tray, draw a strip diagram, and solve.
Your Strip Diagram:
Label the whole and all parts
Equation with letter s:
Value of s:
s = succulents
Part 2: Connected Multi-Step Investigation
(Mixed Operations within 100)
Problem 2: Museum Mineral Display Two-Step: × and ÷
The natural history museum ordered 8 rock specimen kits . Each kit contains 9 polished minerals . The museum director wants to place all the minerals into glass display cases that each hold exactly 6 minerals . How many display cases will be completely filled?
Step 1: Total minerals ordered Identify operation & equation:
Step 1 Result: _______ total minerals
Step 2: Number of display cases Use Step 1 total with 6 minerals/case:
Step 2 Result: _______ display cases
Complete Answer:
The museum director will completely fill display cases.
Part 3: Critique & Correct Reasoning
Spot the Error
Scenario: Coach Dan has 36 soccer balls . He divides them equally among 4 equipment bags . Next, the coach asks Jordan to attach 2 luggage tags to each equipment bag. Jordan solved the problem below:
Jordan's Solution:
Step 1: 36 ÷ 4 = 9 balls per bag
Step 2: 9 × 2 = 18 tags
Jordan concluded that 18 tags are needed.
What mistake did Jordan make?
Correct Step 2 & Answer:
Equation: = tags
Discussion Prompt: Why did Jordan's Step 2 use the wrong number? What does the 9 actually represent?
Tiered Operations Teacher Guide Teacher Facilitation Guide TEK 3.4K Solutions & Keys
Operation Station: Master Key
Small Group Rotation Resource Grades 3 • Mixed × and ÷ within 100
Quick reference key for all tiered small group worksheets. Review models, equations, and critical intermediate values.
Tier 3: Launchpad Answer Key (Guided Support) Concrete & Pictorial Scaffolding
Problem 1 (Multiplication)
4 groups of 5 = 20
4 × 5 = 20 markers
Model: 4 boxes with 5 dots each
Problem 2 (Division)
18 seeds in groups of 3 = 6
18 ÷ 3 = 6 flower pots
Model: 6 groups of 3 circled
Part 2: Two-Step Connected
Step 1: 3 × 6 = 18 muffins
Step 2: 18 ÷ 2 = 9 bags
Answer: 9 total snack bags
Tier 2: Navigator Answer Key (Targeted Support) Strip Diagrams & Connected Multi-Step
Problem 1 (Multiplication) 7 × 6 = 42 paintbrushes
Problem 2 (Division) 45 ÷ 5 = 9 jump ropes
Problem 3 (Two-Step: × then ÷) Step 1: 6 × 6 = 36 cards | Step 2: 36 ÷ 4 = 9 Answer: 9 cards on each binder page
Problem 4 (Two-Step: ÷ then ×) Step 1: 48 ÷ 6 = 8 cookies | Step 2: 4 × 8 = 32 Answer: 32 cookies bought in all
Tier 1: Challenge Answer Key (On-Level & Extension) Unknown Variables & Error Analysis
Problem 1 (Variable Model)
54 ÷ 6 = s or 6 × s = 54
s = 9 succulents
Strip: Whole 54 divided into 6 equal boxes of 9
Problem 2 (Two-Step Challenge)
Step 1: 8 × 9 = 72 minerals
Step 2: 72 ÷ 6 = 12 cases
Answer: 12 display cases
Part 3: Error Analysis
Critique: Jordan multiplied the balls per bag (9) instead of number of bags (4).
4 × 2 = 8 tags
Key Diagnostic Check: Ensure students can identify what the answer to Step 1 represents before letting them begin Step 2.
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Small Group Facilitation Routine
Tiered Coaching Moves & Misconceptions
TEK 3.4K Instructional Toolkit 15-Minute Small Group Guide
Recommended 15-Minute Small Group Pacing
Minutes 0–3: Context & Launch
Read scenario aloud. Have students identify what is being grouped or shared. Annotate units.
Minutes 3–10: Guided Modeling
Build or draw the visual model. Complete Step 1, verify intermediate label, then connect to Step 2.
Minutes 10–15: Justify & Debrief
Students state full answer sentences with units. Conduct error reflection or peer justification.
Tier-by-Tier Questioning Stems
Tier 3
• "Are we putting groups together (multiplication) or breaking a total into equal piles (division)?"
• "Touch each circle. How many are inside each group? What does our Step 1 number mean?"
• "Now, where does that number go in Step 2? Draw an arrow to show its new job."
Tier 2
• "In your strip diagram, is the whole number known or unknown?"
• "What is the hidden question we must answer before we can find the final answer?"
• "Why does Problem 3 start with multiplication, while Problem 4 starts with division?"
Tier 1
• "How can you write an equation with a letter to represent the unknown in one step?"
• "Look at Jordan's work. What did Jordan misunderstand about what the number 9 represented?"
• "Can you write a connected two-step problem that uses division first and then multiplication?"
Diagnostic Misconceptions & Direct Corrections
Observed Misconception
Why It Happens
Immediate Teacher Coaching Move
Number Grabbing
Student pairs the first two numbers they see with whatever operation feels familiar.
Have student cover all numbers. Retell the story in their own words: "What is actually happening to the items?"
Intermediate Blindness
Student forgets what Step 1 calculated and plugs the wrong quantity into Step 2 (e.g. Jordan's error).
Require students to write a unit label after every equal sign (e.g., "18 muffins", not just "18").
Equal Sharing vs. Grouping
Confuses number of groups with number of items in each group.
Prompt: "Do we know how many plates (groups), or how many cookies go on a plate (size)?"
TEK 3.4K Alignment: One- and two-step multiplication & division within 100. Page 2 of 2
