3.OA.7: Multiply and Divide Fluently Within 100
Also written as 3.OA.C.7 and CCSS.MATH.CONTENT.3.OA.C.7 · Cluster: Multiply and divide within 100.
The Official Wording
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Common Core State Standards, Grade 3, Operations & Algebraic Thinking · Read it at the source · Checked October 14, 2026
What 3.OA.7 Means in Plain English
By spring, a third grader should answer 7 × 8 or 63 ÷ 9 about as fast as they can read it. Fluency starts with strategies, like doubling the fours to get the eights, and ends with plain recall of every one-digit product.
Division facts ride on the multiplication facts: a student who knows 6 × 7 = 42 also knows 42 ÷ 7 = 6. Fourth grade leans on this recall in every partial product of multi-digit multiplication (4.NBT.5) and in dividing four-digit numbers (4.NBT.6).
3.OA.7 I Can Statements
- I can say any one-digit multiplication fact from memory.
- I can use a multiplication fact to answer a division fact.
- I can use a strategy when I don’t know a fact yet.
3.OA.7 Worked Example
What a student does with a fact that hasn’t stuck yet: reach for one that has, then make the new one stick.
A student doesn’t know 9 × 8 yet. Find it from a fact they do know, then use it to divide.
- I don’t remember 9 × 8, but tens are easy.10 × 8 = 80
- Nine eights is one eight fewer than ten eights.80 − 8 = 72
- So 9 × 8 is 72, and the same fact answers two division facts.72 ÷ 9 = 8 and 72 ÷ 8 = 9
- Say it again tomorrow without the strategy. The strategy is a bridge to memory, not the goal.9 × 8 = 72
Check it: The digits of a nines product up to 9 × 10 add to 9: 7 + 2 = 9.
Common Mistakes with 3.OA.7
Skip-counting every fact from the start
8 × 7 found by counting 7, 14, 21 and on, on fingers, every time
Try this: Teach one strategy family at a time, like doubling the fours to get the eights, then practice that set daily until recall is instant.
Mixing up near facts
7 × 8 = 54 and 6 × 9 = 56
Try this: Give each mix-up an anchor: “5, 6, 7, 8” reads 56 = 7 × 8, so 54 has to be 6 × 9.
Division kept as a separate list
Knows 6 × 7 = 42 instantly but stalls on 42 ÷ 6
Try this: Practice with triangle cards, one corner covered, so every multiplication fact is drilled together with its two division facts.
Where 3.OA.7 Fits
Practice 3.OA.7
Quick Check
- 7 × 8
- 63 ÷ 9
- You know 4 × 6 = 24. How does that help with 8 × 6?