third grade - mukilteo school district · 2020-03-27 · dear families, as our community works to...

Mukilteo School District

Third Grade Review & Practice

• Reading • Writing • Mathematics

Dear families,

As our community works to understand and respond to the effects of COVID-19, the Mukilteo School District sincerely appreciates your patience as we navigate this period of unprecedented school closures.

Attached to this letter is a packet of materials to help you supplement your child’s education while away from the formal school environment. Please feel free to use this grade-level packet to review and practice previously taught skills. It is not required, nor will it be graded. Students are encouraged to skip around and find topics of interest and practice rather than complete it from beginning to end. If you find that your child’s grade level is too challenging, or not challenging enough, you are welcome to work outside of their current grade level.

It is highly encouraged that your child continues to review and practice previously taught skills and remain engaged in learning. We hope these packets add to what you are already doing to support your child in learning during this challenging time.

Sincerely,

The Curriculum and Instruction Department Mukilteo School District

Independent Daily Reading

Goal: To practice reading at your independent reading level.

Directions: 1. Read a book at your independent reading level.2. Write the title of the book in a journal or on a piece of paper.3. Write whether the book is fiction or non-fiction.4. Respond to 2-3 questions. Make sure you restate the question in your answer!

3rd Grade Fiction Questions

What did you visualize (see, hear, feel) as you read this part of the story?

What words did the author include that helped you visualize?

As you read this part, what are you wondering about?

What do you think will happen next?

What part of the story reminded you about something from your own life?

How is that like the story?

What is the setting of the story? How do you know?

What happened in the story? Write a summary of the part you just read.

What part have you found interesting or surprising? Why?

Describe the main character using evidence from the text.

Would you want to be friends with the main character? Why or why not?

What is the problem the main character is having in the story?

How does the problem get solved?

How does the main character change in the story?

What does the character learn?

3rd Grade Non-Fiction Questions

Based on the text features (title, headings, table of contents), what information might you find in this book?

What are you learning about this topic?

What is one text feature that adds to your understanding?

What information does this feature give you?

What questions do you have about this topic?

Choose a text feature in the book. Why do you think the author chose to include it?

Why did you choose this book?

Do you like it? Why or why not?

What is the part you just read about? Write a summary of the part you just read.

Have you read other books on this topic? How were they similar or different?

What do you think the author is trying to teach you about this topic?

Making Meaning® Reading Assessment Preparation Guide BLM1© Center for the Collaborative Classroom

(continues)

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Dogs come in many shapes and sizes. No matter the shape or size, dogs make good pets. They provide their owners with friendship and love, and they are eager to make their owners happy. Some dogs, however, are more than pets. They have jobs.

In Alaska, dogs called huskies are used to pull sleds across the snow. These dogs are smart and strong. They work as a team to travel long distances. Their thick fur protects them from the cold.

A team of huskies pulling a sled

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Sheep ranchers use dogs to protect and herd their flocks. These herding dogs race around the sheep, barking at them to move the sheep in a certain direction. These dogs are trained to respond to different whistles. When they hear one whistle, they move the sheep to the left. When they hear another whistle, they move the sheep to the right. But these herding dogs do not need much help to do their jobs. They were born for this work. People often have this kind of dog as a pet. Some people say their dogs try to “herd” them to bed at night.

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Furry Friends and Helpers

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Making Meaning® Reading Assessment Preparation Guide BLM1© Center for the Collaborative Classroom 2 of 2

A dog herding sheep

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Some dogs are trained to help people in their daily lives. They are called service dogs. For example, you may have seen a service dog helping a blind person. Some people cannot walk or move their arms. A service dog can open doors and fetch objects for them. Only the smartest and most loyal dogs can be trained as service dogs.

Just being around dogs can make people feel better. That is why some hospitals invite therapy dogs to visit patients. (Therapy is a “treatment for an illness or injury.”) After petting and hugging a dog, patients are more cheerful. It takes their minds off of being sick. Therapy dogs must have special traits. For example, they must be gentle. They must also enjoy being around people.

Dogs have an extremely good sense of smell. This trait makes them very good at finding lost people. When there is an emergency such as an earthquake, dogs can find people who are trapped. When an avalanche of snow comes crashing down a mountain, it can bury people. Dogs can help find those people. The police and the military also use dogs. These highly trained dogs have saved many lives.

Whether they are herding sheep, rescuing people in trouble, or rushing to greet us at the front door, dogs are loveable creatures that make our lives richer. Dogs and humans have a special bond.

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Furry Friends and Helpers (continued)

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Questions: “Furry Friends and Helpers”

Question 1

Read the question. Circle the letter of the correct answer.

According to the passage, what kind of work do huskies do?

A. herd sheep

B. pull sleds

C. find lost people

D. help blind people

Question 2

What evidence does the author give in paragraph 3 to show that herding dogs are smart? Write your answer on the lines below.

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Questions: “Furry Friends and Helpers” (continued)

Question 3

Read the directions in part A and part B and complete each part of the question.

Part A

Look at the list of jobs that dogs can do. Then underline the paragraphs in the passage where you find information about these jobs.

• pull sleds over snow

• visit patients in hospitals

• find people who are lost

Part B

On the lines below, write two more jobs that dogs can do.

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Question 4

Read the question. Fill in the circle of the correct answer.

Why do some hospitals let dogs visit patients?

Doctors like to bring their dogs to work.

Patients train the dogs to be gentle.

The hospital takes care of sick animals.

The dogs help the patients feel better.

(continues)

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Question 5

Read the sentences from the passage below. Then underline three examples of traits that dogs can have.

Just being around dogs can make people feel better. That

is why some hospitals invite therapy dogs to visit patients.

(Therapy is a “treatment for an illness or injury.”) After

petting and hugging a dog, patients are more cheerful. It

takes their minds off of being sick. Therapy dogs must have

special traits. For example, they must be gentle. They must

also enjoy being around people.

Dogs have an extremely good sense of smell. This trait

makes them very good at finding lost people.


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(continues)

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Are you thinking about getting a pet but can’t decide between a cat and a dog? Trouble yourself no more. Cats make better pets than dogs. Here’s why.

First, cats are cleaner than dogs. Dogs get dirty—really, really dirty! Their owners have to give them baths. For the most part, cats don’t need baths. They keep clean by licking their fur. Cats can twist and turn like acrobats while cleaning themselves.

Cats are quieter than dogs. Dogs are noisy creatures. They growl and snarl and bark and howl. But cats just purr and meow. They don’t bother the neighbors.

Cats perform an important job around the house. They catch mice. You won’t need a mousetrap with a cat in the house. Of course, dogs do important jobs, too, like chasing away burglars. But dogs aren’t as good as cats at catching mice.

Cats are easier to feed than dogs. If you leave food for a cat, it will usually stop eating when it’s full. Dogs will devour all the food in sight. A dog will gobble up every little bite. It will eat even if it isn’t hungry.

One of the best things about cats is their playfulness. Of course, dogs play, too, but they usually want a human to play with them. Cats can entertain themselves for hours. Cats leap and twirl and roll around. If you really want to have some fun, get a stick with a long feather tied to one end. Move the stick up, down, and all around. Your cat will have a great time trying to catch the feather, and you’ll have great fun watching the show.

A cat can entertain itself for hours.

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Which Pet to Choose: A Cat or a Dog?

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Making Meaning® Reading Assessment Preparation Guide BLM3© Center for the Collaborative Classroom 2 of 2

Now, it is true that cats have minds of their own. They are not as eager to please people as dogs are. That’s why many people think cats cannot be trained. But they can be. If you want to train a cat, though, you will need to be patient. Training a cat is not easy.

Perhaps the best reason of all to get a cat is for the love and attention it will show you. Your pet cat will want to be near you. Much of the time, it will want to be on you! Cats help lonely people feel less lonely and sad people feel happier.

Your pet cat will want to be near you.

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Looking for a terrific pet? Get a cat. They’re “purrrrr . . . fect”!

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Which Pet to Choose: A Cat or a Dog? (continued)

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Name Date

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Questions: “Which Pet to Choose: A Cat or a Dog?”

Question 1

Read the question. Fill in the circle of the correct answer.

What main point does the author make in this passage?

Both cats and dogs have important jobs to do.

Dogs and cats can be trained to get along together.

You should choose a cat instead of a dog for a pet.

Taking care of a dog is hard work for pet owners.

Question 2

Read the question. Circle the letters of the correct answers. More than one answer is correct.

Which of these sentences are evidence that cats make better pets than dogs?

A. Cats do not make as much noise as dogs.

B. Dogs do lots of important jobs.

C. A cat can entertain itself for hours.

D. Training cats is not easy.

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(continues)

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Questions: “Which Pet to Choose: A Cat or a Dog?” (continued)

Question 3

Read the following sentence from paragraph 7 of the passage. Then answer the question below.

Now, it is true that cats have minds of their own.

What does the author mean by this? Fill in the circle of the correct answer.

A Cats are much more intelligent than dogs.

B Cats can be trained if you know what they’re thinking.

C Cats are hard to train because they are not smart.

D Cats do what they want instead of trying to please people.

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(continues)

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Question 4

Give two examples of how dogs and cats are alike. Use evidence from both “Furry Friends and Helpers” and “Which Pet to Choose: A Cat or a Dog?” in your answers. Write your answers on the lines below.

Example 1:

Example 2:

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Question 5

Part A

Read the following sentences from paragraph 5 of the passage. Then answer the question below.

Dogs will devour all the food in sight. A dog will gobble up

every little bite. It will eat even if it isn’t hungry.

Based on the sentences, what is the meaning of devour? Circle the letter of the correct answer.

A. stop

B. eat

C. forget

D. smell

Part B

Read the sentences again. Underline the words that helped you figure out the meaning of devour.

(continues)

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Question 6

On the lines below, write a paragraph about how cats and dogs help people. Make sure your paragraph has at least one detail from each of the passages you read.

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Independent Daily Writing

Goal: To practice writing at your independent writing level.

Directions:

1. Create a Writing Ideas list.

2. Start a new piece or Quick-write to one/more topics, such as:

o Write about a time you felt bad, then good.

o Choose another idea from your writing ideas section and write about it.

o Write about anything else that interests you.

o What is your earliest memory?

o When did something strange happen to you?

o When did you feel happy, sad, or afraid?

o When were you really, really surprised?

o Write about something interesting you learned about a favorite author.

o Write about a memory.

o Try writing an acrostic poem, or any poem.

o Finish the sentence: I could be… Include sensory details.

o Write about a month you like.

3. You can always:

• Add ideas to your Writing Ideas list.

• Work on a piece you started earlier.

• Add sensory details to a story.

© Developmental Studies Center

Why are fossil fuels important?

Fossil fuels are important because we use them every day. We burn fossil fuels to produce electricity, heat homes, and cook food. Some fossil fuels are used to make gasoline for cars and airplanes. Some are used to make plastic. Some are used to make cosmetics or detergent. Some are even used in toothpaste!

© Shutterstock.com

/Konstantin Sutyagin

About 300 million years ago, water, sand, and mud covered dead plants and animals. They got buried deeper and deeper in the ground. Over a very long time, the dead plants and animals changed. They turned into oil, natural gas, and coal. These are called fossil fuels.

Fossil Fuels

1

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/Kodda

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/stephen


Can we use fossil fuels forever?

Fossil fuels are nonrenewable. Once you take them out of the ground and use them, they are gone forever. Someday we could run out of fossil fuels.

Wind power is another source of energy.

Are fossil fuels the only sources of energy?

We use fossil fuels for most of our energy. But there are other sources, too. Wind and solar power are two examples. These sources of energy are cleaner than fossil fuels. When fossil fuels burn, they give off gases. These gases make the air dirty, or polluted. Wind and solar power don’t give off gases. But they do cost more. This is one reason they aren’t used more.

2

Gases from burning fossil fuels go into the air.

Being a Writer™ Writing Performance Task Preparation Guide O Informative/Explanatory Writing BLM2© Developmental Studies Center

NAME DATE

Article 1 Notes“Fossil Fuels”

Kinds of Nonrenewable Energy

Advantages of Nonrenewable Energy

Disadvantages of Nonrenewable Energy

Other Notes:

Your notes will not be scored.

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© Shutterstock.com/Terrance Emerson

© Shutterstock.com/fdimeo

Renewable

Most of the energy we use comes from fossil fuels. Fossil fuels are nonrenewable. What will we do when they are gone? The answer might be found in renewable energy sources. Renewable energy sources can’t be used up. Let’s learn about some renewable energy sources.

Energy

A wind turbine looks like a giant pinwheel. Wind pushes the blades of the turbine. The energy from the turning blades is used to make electricity. When many wind turbines are built in one place, it’s called a wind farm.

Geothermal energy is heat that comes from the earth. Volcanoes and geysers are places where the earth’s heat escapes. This heat can be used to warm buildings. It can also be used to make electricity.

We all know the sun’s energy makes things warm. The sun’s energy can also be turned into electricity. This is done using large, flat pieces of equipment called solar panels. Solar panels use the light from the sun to make electricity.

1

© Shutterstock.com/Sky Light Pictures

Nonrenewable Energy

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%Renewable

Energy

91%

9%

U.S. Energy Use for 2012 (%)

Source: U.S. Energy Information Administration/Monthly Energy Review March 2013.

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We know that fossil fuels are nonrenewable. They can also hurt the environment. So why do we keep using them instead of renewable energy? The main reason is cost. Fossil fuels cost less than renewable energy sources. Fossil fuels can also create energy at any time. That’s not true of renewable energy sources. Solar panels can’t make electricity at night. If the wind doesn’t blow, wind farms can’t make electricity. Sometimes using renewable energy can cause problems. For example, a dam can destroy animals’ homes. Wind farms can be dangerous for flying birds. Renewable energy is not perfect. But people are trying to figure out solutions to some of the problems. It’s one way to prepare for the day when fossil fuels run out.

Hydropower is energy produced by moving water. The water must move with a lot of force to make electricity. Waterfalls can produce hydropower. People also build dams to produce hydropower. Water collects behind a dam. When the dam is opened, water rushes through with enough force to make electricity.

Biofuels are a type of fuel that is made mostly from plants. Even vegetable cooking oil can be made into a biofuel. Biofuels can be used to replace fuels like gasoline. When biofuels are burned, they don’t pollute the air.

2


NAME DATE

Article 2 Notes “Renewable Energy”

Kinds of Renewable Energy

Advantages of Renewable Energy

Disadvantages of Renewable Energy

Other Notes:

Your notes will not be scored.

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NAME DATE

Research Questions Directions: Answer the three questions below. Write in the space provided after each question. You may refer to the articles and your notes to answer the questions.

1. Why is wind power a renewable energy source? Use details from the sourcesin your answer.

2. What is one advantage and one disadvantage of using fossil fuels? Use detailsfrom the sources in your answer.

3. Discuss two reasons why people should try to use more renewable energy. Usedetails from the sources in your answer.

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DATE NAME

Written Response

Your Writing Assignment

Write a report that describes the different kinds of energy sources and the advantages and disadvantages of using each. You should review and include information from your Notes and Resources pages. Then plan, write, and revise your writing.

Begin Work on Your Report

• Plan your report• Write your report• Revise and edit for a final draft - you may use a dictionary to check spelling.

Remember well-written report:

o Has a main ideao Gives evidence from both sources to support the main ideao Is well-organized and stays on topico Explains information clearlyo Uses language that suits the purpose and tasko Follows rules for spelling, punctuation, capitalization, and grammar

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3RD GRADE PROBLEM SOLVING

Understand

Check for

Reasonableness Solve

• Retell

• Retell using your hands

• What do we know?

• What do we not know?

• What is the situation/action?

• Does your model match the problem?

• Can you retell your problem using the model?

• Do you have a variable or unknown box for

what is not known?

• What equation will solve this

problem?

• Use pictures or drawings to help you

solve.

• Label your thinking and your answer

• Does your answer make sense?

• How do you know?

• What answer would be too little? Too

large? Why?

• Defend your thinking.

Represent

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PATH toFLUENCY Fluency Check 1

Multiply.

1. 1 × 3 = 2. 3 × 2 = 3. 4 × 3 =

4. 4 × 1 = 5. 2 × 5 = 6. 6 × 1 =

7. 6 × 6 = 8. 8 × 4 = 9. 5 × 7 =

10. 9 × 3 = 11. 8 × 8 = 12. 6 × 9 =

13. 7 × 10 = 14. 10 × 10 = 15. 8 × 9 =

Math Expressions 110 Fluency Check 1© Houghton Mifflin Harcourt Publishing Company Use after Lesson 3-545

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PATH toFLUENCYPATH toFLUENCY Fluency Check 2

Divide.

1. 3 ÷ 3 = 2. 8 ÷ 2 = 3. 9 ÷ 3 =

4. 16 ÷ 2 = 5. 25 ÷ 5 = 6. 28 ÷ 4 =

7. 32 ÷ 8 = 8. 40 ÷ 4 = 9. 48 ÷ 6 =

10. 56 ÷ 7 = 11. 63 ÷ 9 = 12. 54 ÷ 6 =

13. 64 ÷ 8 = 14. 72 ÷ 8 = 15. 90 ÷ 9 =


Name Date


Multiply or divide.

1. 1 ÷ 1 = 2. 3 × 5 = 3. 6 ÷ 2 =

4. 4 × 3 = 5. 9 ÷ 3 = 6. 8 × 2 =

7. 12 ÷ 3 = 8. 7 × 6 = 9. 8 ÷ 1 =

10. 7 × 3 = 11. 20 ÷ 4 = 12. 5 × 7 =

13. 36 ÷ 9 = 14. 9 × 2 = 15. 54 ÷ 9 =


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Add.

1. 1 + 6 = 2. 3 + 8 = 3. 8 + 5 =

4. 5 + 3 = 5. 2 + 8 = 6. 3 + 9 =

7. 4 + 5 = 8. 6 + 7 = 9. 5 + 9 =

10. 7+ 5

11. 6+ 9

12. 8+ 0

13. 9+ 7

14. 8+ 6

15. 7+ 8


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Subtract.

1. 8 - 6 = 2. 6 - 4 = 3. 5 - 5 =

4. 11 - 6 = 5. 12 - 8 = 6. 10 - 1 =

7. 13 - 8 = 8. 14 - 7 = 9. 15 - 9 =

10. 17- 8

11. 12- 6

12. 15- 7

13. 16- 9

14. 14- 9

15. 16- 8


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Add or subtract.

1. 14 + 23 = 2. 48 - 20 = 3. 27 + 11 =

4. 56 - 32 = 5. 30 + 16 = 6. 49 - 43 =

7. 46+ 25

8. 42- 19

9. 59+ 18

10. 60- 35

11. 44+ 38

12. 74- 69

13. 76+ 19

14. 91- 58

15. 53+ 47


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Multiply or divide.

1. 8 ÷ 2 = 2. 3 5 = 3. 7 6 =

4. 4 10 = 5. 60 ÷ 10 = 6. 7 ÷ 1 =

7. 64 ÷ 8 = 8. 6 9 = 9. 45 ÷ 5 =

Add or subtract.

10. 342+ 117

11. 754- 342

12. 263+ 474

13. 556- 438

14. 387+ 476

15. 803- 598

× ×

×

×


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Multiply or divide.

1. 7 0 = 2. 12 ÷ 2 = 3. 8 3 =

4. 16 ÷ 4 = 5. 3 7 = 6. 42 ÷ 6 =

7. 6 8 = 8. 81 ÷ 9 = 9. 8 7 =

Add or subtract.

10. 885- 345

11. 326+ 421

12. 508- 329

13. 264+ 338

14. 623- 365

15. 478+ 385

× ×

×

× ×


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Multiply or divide.

1. 4 × 1 = 2. 2 ÷ 1 = 3. 3 × 2 =

4. 9 ÷ 3 = 5. 5 × 6 = 6. 24 ÷ 4 =

7. 8 × 5 = 8. 63 ÷ 7 = 9. 9 × 9 =

Add or subtract.

10. 478- 265

11. 243+ 536

12. 562- 348

13. 635+ 258

14. 824- 659

15. 579+ 323


Name Date


Multiply or divide.

1. 4 ÷ 2 = 2. 2 × 4 = 3. 72 ÷ 8 =

4. 3 × 8 = 5. 25 ÷ 5 = 6. 8 × 4 =

7. 40 ÷ 8 = 8. 9 × 6 = 9. 80 ÷ 8 =

Add or subtract.

10. 211+ 167

11. 472- 231

12. 527+ 268

13. 682- 537

14. 636+ 289

15. 911- 685


Name Date


Multiply or divide.

1. 3 ÷ 1 = 2. 2 × 6 = 3. 18 ÷ 3 =

4. 6 × 8 = 5. 32 ÷ 4 = 6. 7 × 10 =

7. 42 ÷ 7 = 8. 7 × 9 = 9. 72 ÷ 8 =

Add or subtract.

10. 112+ 834

11. 650- 300

12. 534+ 307

13. 843- 478

14. 354+ 618

15. 903- 648


Name Date


Multiply or divide.

1. 2 × 4 = 2. 9 ÷ 3 = 3. 6 × 6 =

4. 30 ÷ 6 = 5. 6 × 9 = 6. 48 ÷ 8 =

7. 4 × 9 = 8. 72 ÷ 9 = 9. 8 × 7 =

Add or subtract.

10. 563- 240

11. 300+ 620

12. 562- 428

13. 529+ 386

14. 338- 189

15. 482+ 379


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You can skip count to find the total number of objects. When you skip count by twos, you count forward or backward by multiples of two.

There are thirteen groups of 2 counters. Skip count by twos to find how many.

STEP 1Show 13 groups of two counters each.

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STEP 2Skip count by 2.

Write each group of two to tell how many.

Try This!Skip count by twos. Write each multiple of 2 to tell how many there are.

1.

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2.

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, , , ,

SKILL S39

Skip Count by TwosOBJECTIVE Use skip counting by twos to find the total number of objects.

Skill S39 S39 57

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Skip Count by FivesOBJECTIVE Use skip counting by fives to find the total number of objects.

SKILL S40

You can skip count to find the total number of objects. When you skip count by fives, you count forward by groups of five.

There are 4 groups of 5 counters. Skip count by fives to tell how many there are.

STEP 1Show four groups of 5 counters each.

, , ,

There are counters.

STEP 2Skip count by fives.

Write the numbers below each group to tell how many in all.

Try This!Skip count by fives. Write the numbers to tell how many there are.

1.

, , , ,

counters

2.

, , , , , ,

counters

S40 Skill S4058

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Skip Count by TensOBJECTIVE Use skip counting by tens to find the total number of objects.

SKILL S41

You can skip count to find the total number of objects. When you skip count by tens, you count forward by groups of ten.

There are 12 groups of 10 cubes. How many cubes are there? Count by tens to find how many.

STEP 1Show twelve groups of 10 cubes each.

STEP 2Skip count by tens.

Write the number below each group to tell how many.

, , , , , , , , , , ,

There are cubes.

Try This!Skip count by tens. Write the numbers to tell how many there are.

1.

, , , ,

cubes

2.

, , ,

cubes

Skill S41 S41 59

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You can count equal groups to find the total number of objects.

There are 4 groups of 3 counters. How many counters are there in all? Draw to record your work.

STEP 1Draw 4 circles to show the number of groups.

STEP 2Place 3 counters in each group. Write how many counters are in each group.

STEP 3Count by the number of counters in each group to find how many in all.

Think: Skip count by 3s.

4 groups of

in all

Try This!Use counters to model the groups. Draw the groups. Count to find how many in all.

1. 3 groups

2 in each group

in all

2. 5 groups

3 in each group

in all

Count Equal GroupsOBJECTIVE Count equal groups to find how many in all.

SKILL S42

S42 Skill S4260

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Algebra • Relate Addition and MultiplicationOBJECTIVE Relate repeated addition and multiplication.

SKILL S43

When you have equal groups, you can use repeated addition or multiplication to find how many.

There are 2 groups of 5 cubes. How many cubes are there? Draw to record your work.

STEP 1Use cubes to model equal groups. Write how many groups and how many in each group.

groups of

STEP 2Write an addition sentence to tell how many.

Add: + =

STEP 3Write a multiplication sentence to tell how many.

Multiply: × =

Try This!Complete the addition sentence and the multiplication sentence to tell how many.

1.

groups of

Add: + =

Multiply: × =

2.

groups of

Add: + + =

Multiply: × =

Skill S43 S43 61

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You can use equal groups to model multiplication. Numbers that are being multiplied are called factors, and the answer to a multiplication problem is called the product.

Find the product: 6 × 2.

STEP 1Draw 6 circles to show 6 equal groups. Draw 2 counters in each circle to show the 2 counters in each group.

6 groups of 2

2, 4, 6, , ,

× =

STEP 2Count by the number in each group.

STEP 3Multiply to find how many. Write the multiplication sentence.

Try This!Draw a model to show the equal groups. Write the multiplication sentence.

1. 7 groups of 3

× =

2. 6 groups of 4

× =

Model Multiplication with Equal GroupsOBJECTIVE Model multiplication using equal groups.

SKILL S44

factor factor product

S44 Skill S4462

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Draw a quick picture to show the equal groups. Then write related addition and multiplication sentences.

1. 3 groups of 5

+ + =

× =

2. 3 groups of 4

+ + =

× =

3. 4 groups of 3

+ + + =

× =

4. 5 groups of 2

+ + + + =

× =

Complete. Write a multiplication sentence.

5. 7 + 7 + 7 =

× =

6. 3 + 3 + 3 =

× =

Problem Solving 7. There are 6 jars of pickles in a

box. Ed has 3 boxes of pickles. How many jars of pickles does he have in all? Write a multiplication sentence to find the answer.

× = jars

8. Each day, Jani rides her bike 5 miles. How many miles does Jani ride in all in 4 days? Write a multiplication sentence to find the answer.

× = miles

5

3

5

5

5 15

15

Algebra • Relate Addition and Multiplication

4 Lesson 266

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Use counters or draw a quick picture. Make equal groups. Complete the table.

Counters Number of Equal Groups Number in Each Group

1. 15 3

2. 21 7

3. 28 7

4. 32 4

5. 9 3

6. 18 3

7. 20 5

8. 16 8

9. 35 5

10. 24 3

Problem Solving 11. Alicia has 12 eggs that she will

use to make 4 different cookie recipes. If each recipe calls for the same number of eggs, how many eggs will she use in each recipe?

12. Brett picked 27 flowers from the garden. He plans to give an equal number of flowers to each of 3 people. How many flowers will each person get?

5

Size of Equal Groups

6 Lesson 368

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Draw counters. Then circle equal groups. Complete the table.

Counters Number of Equal Groups Number in Each Group

1. 24 8

2. 35 7

3. 30 5

4. 16 4

5. 12 6

6. 36 9

7. 18 3

8. 15 5

9. 28 4

10. 27 3

Problem Solving 11. In his bookstore, Toby places

21 books on shelves, with 7 books on each shelf. How many shelves does Toby need?

12. Mr. Holden has 32 quarters in stacks of 4 on his desk. How many stacks of quarters are on his desk?

3

Number of Equal Groups

8 Lesson 470

1

21 key rings

3 3

groups

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Write a division equation for the picture.

1.

2.

3.

4.

Complete the bar model to solve. Then write a division equation for the bar model.

5. There are 15 postcards in 3 equal stacks. How many postcards are in each stack?

6. There are 21 key rings. How many groups of 3 key rings can you make?

Problem Solving 7. Jalyn collected 24 stones. She put

them in 4 equal piles. How many stones are in each pile?

8. Tanner has 30 stickers. He puts 6 stickers on each page. On how many pages does he put stickers?

27 ÷ 3 = 9 or 27 ÷ 9 = 3

Model with Bar Models

10 Lesson 572

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An arrangement of objects or pictures in columns and rows is called an array.

Make an array with 4 rows of 5 tiles to find 4 × 5.

STEP 1Draw 5 squares to show 1 row of 5.

rows of squares

× =

STEP 2Continue to draw rows of 5 squares until you draw 4 rows in all.

STEP 3Find the product. Complete the multiplication sentence.

Try This!Draw an array. Complete the multiplication sentence.

1. 2 rows of 3 tiles

× =

2. 4 rows of 6 tiles

× =

Model Multiplication with ArraysOBJECTIVE Model with arrays to show multiplication and find how many in all.

SKILL S46

S46 Skill S4673

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You can skip count to help you find a product.

Find the product. 4 × 3

Step 1 Use cubes to model 4 groups of 3.

Step 2 Skip count by 3s four times to find how many in all.

4 groups of 3 is equal to 12.

So, 4 × 3 = 12.

Write a multiplication sentence for the model.

1.

× =

2.

× =

Find the product.

3. 4. 5. 6. 7.

8. 9. 10. 11. 12.

Multiply with 2 and 4OBJECTIVE Use a model and skip counting to multiply with the factors 2 and 4.

LESSON 8

3, 6, 9, 12

2 ×3

_

2 ×2

_

4 ×8

_

4 ×9

_

2 ×6

_

2 ×5

_

4 ×1

_

4 ×5

_

2 ×9

_

4 ×7

_

Operations and Algebraic Thinking 15 76

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Find the product.

1. 5 × 7 = 2. 5 × 1 = 3. 2 × 10 = 4. = 8 × 5

5. 1 × 10 = 6. = 4 × 5 7. 5 × 10 = 8. 7 × 5 =

9. = 5 × 5 10. 5 × 8 = 11. = 5 × 9 12. 10 × 0 =

13. 14. 15. 16.

17. 18. 19. 20.

Problem Solving 21. Ginger takes 10 nickels to buy

some pencils at the school store. How many cents does Ginger have to spend?

22. The gym at Evergreen School has three basketball courts. There are 5 players on each of the courts. How many players are there in all?

35

5 × 6

_

10 × 7

_

5 × 3

_

5 × 0

_

10 × 8

_

5 × 2

_

10 × 6

_

10 × 4

_

Multiply with 5 and 10

18 Lesson 979

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Find the product.

1. 6 ×4 = 2. 3 × 7 = 3. = 2 × 6 4. = 3 × 5

5. 1 × 3 = 6. = 6 × 8 7. 3 × 9 = 8. = 6 × 6

9. 10. 11. 12.

13. 14. 15. 16.

17. 18. 19. 20.

Problem Solving 21. James got 3 hits in each of his

baseball games. He has played 4 baseball games. How many hits has he had in all?

22. Mrs. Burns is buying muffins. There are 6 muffins in each box. If she buys 5 boxes, how many muffins will she buy?

24

Think: You can use doubles. 3 × 4 = 1212 + 12 = 24

4 × 3

_

10 × 6

_

9 × 6

_

6 × 5

_

3 × 6

_

3 × 3

_

2 × 3

_

7 × 6

_

10 × 3

_

6 × 3

_

3 × 0

_

1 × 6

_

Multiply with 3 and 6

20 Lesson 1082

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Find the product.

1. 1 × 4 = 2. 0 × 8 = 3. 0 × 4 = 4. 1 × 6 =

5. 3 × 0 = 6. 0 × 9 = 7. 8 × 1 = 8. 1 × 2 =

9. 0 × 6 = 10. 4 × 0 = 11. 7 × 1 = 12. 1 × 5 =

13. 3 × 1 = 14. 0 × 7 = 15. 1 × 9 = 16. 5 × 0 =

17. 10 × 1 = 18. 2 × 0 = 19. 5 × 1 = 20. 1 × 0 =

21. 0 × 0 = 22. 1 × 3 = 23. 9 × 0 = 24. 1 × 1 =

Problem Solving 25. Peter is in the school play. His

teacher gave 1 copy of the play to each of 6 students. How many copies of the play did the teacher hand out?

26. There are 4 egg cartons on the table. There are 0 eggs in each carton. How many eggs are there in all?

Algebra • Multiply with 1 and 0

4

38 Lesson 1985

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Find the product.

1. 6 × 7 = 2. = 7 × 9 3. = 1 × 7 4. 3 × 7 =

5. 7 × 7 = 6. = 2 × 7 7. 7 × 8 = 8. = 4 × 7

9. 7 ×5

_

10. 7 ×1

_

11. 6 ×7

_

12. 7 ×4

_

13. 2 ×7

_

14. 10 × 7

_

15. 3 ×7

_

16. 7 ×9

_

17. 8 ×7

_

18. 7 ×0

_

Problem Solving 19. Julie buys a pair of earrings for

$7. Now she would like to buy the same earrings for 2 of her friends. How much will she spend for all 3 pairs of earrings?

20. Owen and his family will go camping in 8 weeks. There are 7 days in 1 week. How many days are in 8 weeks?

CC.3.OA.7

42

48 Lesson 24

Multiply with 7

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Find the product.

1. 8 × 10 = 2. 8 × 8 = 3. 8 × 5 = 4. 3 × 8 =

5. = 4 × 8 6. 8 × 7 = 7. 6 × 8 = 8. = 9 × 8

9. 8 ×2

_

10. 6 ×8

_

11. 8 ×7

_

12. 0 ×8

_

13. 8 ×5

_

14. 8 ×8

_

15. 9 ×8

_

16. 8 ×3

_

17. 8 ×1

_

18. 4 ×8

_

Problem Solving 19. There are 6 teams in the

basketball league. Each team has 8 players. How many players are there in all?

21. Tomas is packing 7 baskets for a fair. He is placing 8 apples in each basket. How many apples are there in all?

20. Lynn has 4 stacks of quarters. There are 8 quarters in each stack. How many quarters does Lynn have in all?

22. There are 10 pencils in each box. If Jenna buys 8 boxes, how many pencils will she buy?

CC.3.OA.7

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50 Lesson 25

Multiply with 8

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Find the product.

1. 10 × 9 = 2. 2 × 9 = 3. 9 × 4 = 4. 0 × 9 =

5. 1 × 9 = 6. 8 × 9 = 7. 9 × 5 = 8. 6 × 9 =

9. 9 ×4

10. 5 ×9

11. 9 ×7

12. 2 ×9

13. 9 ×9

14. 10 × 9

15. 3 ×9

16. 9 ×8

17. 6 ×9

18. 9 ×1

Problem Solving 19. There are 9 positions on the

softball team. Three people are trying out for each position. How many people in all are trying out?

20. Carlos bought a book for $9. Now he would like to buy 4 other books for the same price. How much will he have to pay in all for the other 4 books?

90

52 Lesson 26

Multiply with 9

91

2

0 0 0 0 0 0 0 0 0 0

0 1 2 3 4 5 6 7 8 9

10 12 14 16 18

0 3 6 9 12 15 18 21 24 27

0 4 8 12 16 20 24 28 32 36

0 5 10 15 20 25 30 35 40 45

0 6 12 18 24 30 36 42 48 54

0 7 14 21 28 35 42 49 56 63

0 8 16 24 32 40 48 56 64 72

0 9 18 27 36 45 54 63 72 81

987

7

8

9

6

6

5

5

4

4

3

3

2

2

1

1

0

0

0 2 4 6 8

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You can use a multiplication table to complete multiplication facts. To find a product, find where the row that shows the first factor and the column that shows the second factor meet.

Multiply 5 × 2.THINK: A row goes across. A column goes down.

STEP 1Find row 5.

Find row .

Find column .

The row and the column meet at .

5 × 2 =

STEP 2Find column 2.

STEP 3Find the product where the row and column meet.

Circle the product.

Try This!Use a multiplication table to find the product.

1. 4 × 6

Find row .

Find column .

4 × 6 =

2. 4 × 10

Find row .

Find column .

4 × 10 =

Use a Multiplication TableOBJECTIVE Use a multiplication table to find products.

SKILL S50

S50 Skill S5092

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Algebra • Describe Patterns in a TableOBJECTIVE Identify and describe a number pattern found in a function table.

SKILL S55

You can describe a pattern found in a table and use the pattern to find unknown numbers from the table. A pattern is an ordered set of numbers or objects. The order helps you predict what is next.Describe a pattern for the table. Then complete the table.

STEP 1Compare the columns in the table. Look for a pattern.

Compare the rows in the table. Look for a pattern.

Describe the patterns.

STEP 2Complete the multiplication sentences to show the pattern in the rows. Use the pattern to complete the table.

1 × 5 = 5

× =

× =

× =

× =

Try This!Describe a pattern for the table. Then complete the table.

1.

2.

Bookcases Shelves

1 5

2 10

3 15

4

5

Cars 1 2 3 4 5

Wheels 4 8 12

Boxes 1 2 3 4 5

Pencils 7 14 21

Skill S55 S55 95

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There are 35 people going to the amusement park. They will all travel in 5 vans with the same number of people in each van. How many people will travel in each van?

Read the Problem Solve the Problem

What do I need to find?

I need to find the number of who will travel in each van.

Describe how to act out the problem to solve.

Step 1 Start with 35 counters.

Step 2 Make 5 equal groups. Place 1 counter at a time in each group until all 35 counters are used.

Step 3 Count the number of counters in each group.

So, 7 people will travel in each van.

What information do I need to use?

There are people. vans are taking all the people to the amusement park.

How will I use the information?

I can act out the problem by making equal with counters.

1. José packs 54 CDs into small boxes. Each box holds 9 CDs. How many boxes does José need to pack all 54 CDs?

2. Mary volunteers at the library. She has 36 books to put on 4 empty shelves. If Mary puts an equal number of books on each shelf, how many books will be on each shelf?

Problem Solving • Model DivisionOBJECTIVE Solve division problems by using the strategy act it out.

LESSON 11

people

groups

35 5

7


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Solve each problem.

1. Six customers at a toy store bought 18 jump ropes. Each customer bought the same number of jump ropes. How many jump ropes did each customer buy?

2. Hiro has 36 pictures of his summer trip. He wants to put them in an album. Each page of the album holds 4 pictures. How many pages will Hiro need for his pictures?

3. Katia has 42 crayons in a box. She buys a storage bin that has 6 sections. She puts the same number of crayons in each section. How many crayons does Katia put in each section of the storage bin?

4. Ms. Taylor’s students give cards to each of the 3 class parent helpers. There are 24 cards. How many cards will each helper get if the students give an equal number of cards to each helper?

5. Jamie divides 20 baseball stickers equally among 5 of his friends. How many stickers does each friend get?

3 jump ropes

Problem Solving • Model Division

22 Lesson 1197

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You can use arrays to model division.

How many rows of 6 tiles each can you make with 24 tiles?

Use square tiles to make an array. Solve.

Step 1 Use 24 tiles.

Step 2 Make as many rows of 6 as you can.

You can make 4 rows of 6.

So, there are 4 rows of 6 tiles in 24.

Use square tiles to make an array. Solve.

1. How many rows of 7 are in 28?

2. How many rows of 5 are in 15?

Make an array. Then write a division equation.

3. 18 tiles in 3 rows




Model with ArraysOBJECTIVE Model division by using arrays.

LESSON 13


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Write a division equation for the picture.

1.

2.

3.

Find the quotient. You may want to draw a quick picture to help.

4. = 14 ÷ 2 5. = 4 ÷ 2 6. 16 ÷ 2 =

7. 8. 9.

Problem Solving 10. Mr. Reynolds, the gym teacher,

divided a class of 16 students into 2 equal teams. How many students were on each team?

11. Sandra has 10 books. She divides them into groups of 2 each. How many groups can she make?

12 ÷ 6 = 2

2 ⟌ _

18 2 ⟌ _

12 2 ⟌ _

14

Divide by 2

28 Lesson 014101

1

5 10 15 20 2505 10 15 20 25 35 40300

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Use count up or count back on a number line to solve.

1. 40 ÷ 5 = _ 2. 25 ÷ 5 = _

Find the quotient.

3. _ = 10 ÷ 5 4. _ = 30 ÷ 5 5. 14 ÷ 2 = _ 6. 5 ÷ 5 = _

7. 45 ÷ 5 = _ 8. _ = 60 ÷ 10 9. _ = 15 ÷ 5 10. 18 ÷ 2 = _

11. _ = 0 ÷ 5 12. 20 ÷ 5 = _ 13. 25 ÷ 5 = _ 14. _ = 35 ÷ 5

15. 16. 17. 18.

Problem Solving 19. A model car maker puts 5 wheels

in each kit. A machine makes 30 wheels at a time. How many packages of 5 wheels can be made from the 30 wheels?

20. A doll maker puts a small bag with 5 hair ribbons inside each box with a doll. How many bags of 5 hair ribbons can be made from 45 hair ribbons?

CC.3.OA.3

5 ⟌ _

20 10 ⟌ _

70 5 ⟌ _

15 5 ⟌ _

40

Divide by 5

8

30 Lesson 15103

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CC.3.OA.4Find the unknown factor.

1. n × 3 = 12

Think: How many groups of 3 equal 12?

n =

2. s × 8 = 64

s =

3. 21 = 7 × n

n =

4. y × 2 = 18

y =

5. 5 × p = 10

p =

6. 56 = 8 × t

t =

7. m × 4 = 28

m =

8. ★ × 1 = 9

★ =

9. 18 = 6 × r

r =

10. u × 5 = 30

u =

11. 4 × ■ = 24

■ =

12. w × 7 = 35

w =

13. b × 6 = 54

b =

14. 5 × ▲ = 40

▲ =

15. 30 = d × 3

d =

16. 7 × k = 42

k =

Problem Solving 17. Carmen spent $42 for 6 hats

that each cost the same amount. How much did each hat cost?

18. Mark has a baking tray with 24 cupcakes. The cupcakes are arranged in 4 equal rows. How many cupcakes are in each row?

Algebra • Find Unknown Factors

4

32 Lesson 16105

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2 3 4 5 6 7 8 9 10 1110 14 15 16 17 18 19 20 21 221312 2423

3 2 1

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You can use a number line to divide by 8.

Find the quotient. 24 ÷ 8

Step 1 Start at 24. Count back by 8s as many times as you can until you reach 0. Draw the jumps on the number line.

Step 2 Count the number of times you jumped back 8.

You jumped back by 8 three times.

So, 24 ÷ 8 = 3.

Find the unknown factor and quotient.

1. × 8 = 72 72 ÷ 8 =

3. 8 × = 40 40 ÷ 8 =

2. 8 × = 48 48 ÷ 8 =

4. × 8 = 16 16 ÷ 8 =

Find the quotient.

5. 32 ÷ 8 = 6. = 8 ÷ 8 7. 64 ÷ 8 =

8. 56 ÷ 8 = 9. = 16 ÷ 8 10. 40 ÷ 8 =

11. 24 ÷ 8 = 12. = 72 ÷ 8 13. 48 ÷ 8 =

LESSON 17

Divide by 8OBJECTIVE Count back on a number line or use a related multiplication fact to divide by 8.


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The Commutative Property of Multiplication states that you can change the order of the factors and the product stays the same.

There are 4 rows of 5 tiles.

Think: 4 equal groups of 5

5 + 5 + 5 + 5 = 20

Multiply. 4 × 5 = 20

There are 5 rows of 4 tiles.

Think: 5 equal groups of 4

4 + 4 + 4 + 4 + 4 = 20

Multiply. 5 × 4 = 20

The factors are 4 and 5. The product is 20.

Write a multiplication sentence for the array.

1.

2.

3.

Write a multiplication sentence for the model. Then use the Commutative Property of Multiplication to write a related multiplication sentence.

4.

× =

× =

5.

× =

× =

6.

× =

× =

LESSON 18

Algebra • Commutative Property of MultiplicationOBJECTIVE Model the Commutative Property of Multiplication and use it to find products.


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Algebra • Distributive PropertyOBJECTIVE Use the Distributive Property to multiply numbers.

SKILL S51

When you multiply, you can use the Distributive Property to break apart an array to show 2 smaller arrays, and add the product of each smaller array to find the total product.Multiply 7 × 8.

STEP 1

Make an array to show 7 rows of 8.

× STEP 2Break apart the array to make two smaller arrays for facts you know.

STEP 3Write a multiplication sentence for each of the two smaller arrays.

× = × =

+ =

STEP 4Add the products from each of the smaller arrays.

Try This!Draw a line to break apart the array. Write one way to break apart the array. Then find the product.

1.

6 × 7 = (6 × ) + (6 × )

= + =

2.

7 × 7 = (7 × ) + (7 × )

= + =

Skill S51 S51 111

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Write one way to break apart the array. Then find the product.

1.

2.

3.

4.

Problem Solving 5. There are 2 rows of 8 chairs set

up in the library for a puppet show. How many chairs are there in all? Use the Distributive Property to solve.

6. A marching band has 4 rows of trumpeters with 10 trumpeters in each row. How many trumpeters are in the marching band? Use the Distributive Property to solve.

(3 × 7) + (3 × 7)

42

Algebra • Distributive Property

40 Lesson 20113

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You can use the Associative Property of Multiplication to multiply 3 factors. If you change the grouping of factors, the product remains the same.

Find 4 × (3 × 1).

Step 1 Start inside the parentheses. Make 3 groups of 1 counter.

(3 × 1)

Step 2 Multiply by 4, the number outside the parentheses. Make 4 groups of the counters in Step 1.

4 × (3 × 1)

Step 3 Count the total number of counters. 12 counters

Find (4 × 3) × 1.

Step 1 Start inside the parentheses. Make 4 groups of 3 counters.

(4 × 3)

Step 2 Multiply by 1, the number outside the parentheses. Make 1 group of the counters in Step 1.

(4 × 3) × 1

Step 3 Count the total number of counters. 12 counters

So, 4 × (3 × 1) = 12 and (4 × 3) × 1 = 12.

Write another way to group the factors. Then find the product.

1. (2 × 3) × 2

2. 2 × (4 × 2)

3. 2 × (3 × 1)

4. 5 × (7 × 1)

5. 8 × (4 × 1)

6. 2 × (2 × 6)

LESSON 21

Algebra • Associative Property of MultiplicationOBJECTIVE Use the Associative Property of Multiplication to multiply with three factors.


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Write another way to group the factors. Then find the product.

1. (3 × 2) × 5

2. (4 × 3) × 2

3. 2 × (2 × 8)

4. 9 × (2 × 1)

5. 2 × (3 × 6)

6. (4 × 2) × 5

Use parentheses and multiplication properties. Then, find the product.

7. 9 × 1 × 5 = 8. 3 × 3 × 2 = 9. 2 × 4 × 3 =

10. 5 × 2 × 3 = 11. 7 × 1 × 5 = 12. 8 × 2 × 3 =

13. 7 × 2 × 3 = 14. 4 × 1 × 3 = 15. 10 × 2 × 4 =

Problem Solving 16. Beth and Maria are going to the

county fair. Admission costs $4 per person for each day. They plan to go for 3 days. How much will the girls pay in all?

17. Randy’s garden has 3 rows of carrots with 3 plants in each row. Next year he plans to plant 4 times the number of rows of 3 plants. How many plants will he have next year?

3 × (2 × 5)

30

42 Lesson 21

Algebra • Associative Property of Multiplication

116

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Find the quotient.

1. 3 ÷ 1 = 2. 8 ÷ 8 = 3. = 0 ÷ 6 4. 2 ÷ 2 =

5. = 9 ÷ 1 6. 0 ÷ 2 = 7. 0 ÷ 3 = 8. = 0 ÷ 4

9. 7 ) - 7 10. 1 )

- 6 11. 9 )

- 0 12. 1 )

- 5

13. 1 ) - 0 14. 4 )

- 4 15. 1 )

- 10 16. 2 )

- 2

Problem Solving 17. There are no horses in the

stables. There are 3 stables in all. How many horses are in each stable?

18. Jon has 6 kites. He and his friends will each fly 1 kite. How many people in all will fly a kite?

3

44 Lesson 22

Algebra • Division Rules for 1 and 0

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LESSON 23 CC.3.OA.6

You can use an array to complete 21 ÷ 3 = .

Use 21 counters. Make 3 equal rows.

There are 7 counters in each row.

3 rows of 7 = 21

So, 21 ÷ 3 = 7.

The 21 tells the total number of counters in the array. The 3 stands for the number of equal rows. The 7 stands for the number of counters in each row.

You can use a related multiplication fact to check your answer.

21 ÷ 3 = 7 3 × 7 = 21

So, 3 rows of 7 represents 21 ÷ 3 = 7 or 3 × 7 = 21.

Complete.

1.

6 rows of = 24

6 × = 24

24 ÷ 6 =

2.

3 rows of = 27

3 × = 27

27 ÷ 3 =

3.

8 rows of = 64

8 × = 64

64 ÷ 8 =

Complete the equations.

4. 6 × = 42 42 ÷ = 6 5. 9 × = 54 54 ÷ = 9

Algebra • Relate Multiplication and DivisionOBJECTIVE Use arrays to relate multiplication and division as inverse operations.


1

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Write the related facts for the array.

1.

2.

3.

Write the related facts for the set of numbers.

4. 3, 7, 21

5. 2, 9, 18

6. 4, 8, 32

Complete the related facts.

7. 4 × 9 =

9 × = 36

36 ÷ = 4

÷ 4 = 9

8. × 7 = 35

× 5 = 35

÷ 7 = 5

35 ÷ 5 =

9. 6 × = 18

3 × 6 =

18 ÷ = 3

÷ 3 = 6

Problem Solving 10. CDs are on sale for $5 each.

Jennifer has $45 and wants to buy as many as she can. How many CDs can Jennifer buy?

11. Mr. Moore has 21 feet of wallpaper. He cuts it into sections that are each 3 feet long. How many sections does Mr. Moore have?

2 × 6 = 12

6 × 2 = 12

12 ÷ 2 = 6

12 ÷ 6 = 2

54 Lesson 27

Algebra • Write Related Facts

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1. 10 × = 20 20 ÷ 10 = 2. 10 × = 70 70 ÷ 10 =

3. 10 × = 80 80 ÷ 10 = 4. 10 × = 30 30 ÷ 10 =

Find the quotient.

5. 60 ÷ 10 = 6. = 40 ÷ 4 7. 20 ÷ 2 = 8. 50 ÷ 10 =

9. 90 ÷ 10 = 10. 10 ÷ 10 = 11. = 30 ÷ 10 12. 40 ÷ 10 =

13. 10 ) - 40 14. 10 )

- 70 15. 10 )

- 100 16. 10 )

- 20

Problem Solving 17. Pencils cost 10¢ each. How many

pencils can Brent buy with 90¢?

18. Mrs. Marks wants to buy 80 pens. If the pens come in packs of 10, how many packs does she need to buy?

2 2

56 Lesson 28

Divide by 10

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Find the quotient. Draw a quick picture to help.

1. 12 ÷ 3 = 2. 24 ÷ 3 = 3. = 6 ÷ 3 4. 40 ÷ 5 =

Find the quotient.

5. = 15 ÷ 3 6. = 21 ÷ 3 7. 16 ÷ 2 = 8. 27 ÷ 3 =

9. 0 ÷ 3 = 10. 9 ÷ 3 = 11. = 30 ÷ 3 12. = 12 ÷ 4

13. 3 ) - 12 14. 3 )

- 15 15. 3 )

- 24 16. 3 )

- 9

Problem Solving 17. The principal at Miller Street

School has 12 packs of new pencils. She will give 3 packs to each third-grade class. How many third-grade classes are there?

18. Mike has $21 to spend at the mall. He spends all of his money on bracelets for his sisters. Bracelets cost $3 each. How many bracelets does he buy?

4

58 Lesson 29

Divide by 3

126

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Draw tiles to make an array. Find the quotient.

1. = 16 ÷ 4 2. 20 ÷ 4 = 3. 12 ÷ 4 = 4. 10 ÷ 2 =

Find the quotient.

5. 24 ÷ 3 = 6. = 8 ÷ 2 7. 32 ÷ 4 = 8. = 28 ÷ 4

9. 4 ) - 36 10. 4 )

- 8 11. 4 )

- 24 12. 3 )

- 30

Find the unknown number.

13. 20 ÷ 5 = a

a =

14. 32 ÷ 4 = p

p =

15. 40 ÷ 10 = ■

■ =

16. 18 ÷ 3 = x

x =

Problem Solving 17. Ms. Higgins has 28 students in

her gym class. She puts them in 4 equal groups. How many students are in each group?

18. Andy has 36 CDs. He buys a case that holds 4 CDs in each section. How many sections can he fill?

4

60 Lesson 30

Divide by 4

128

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LESSON 31 CC.3.OA.7

You can use a multiplication table to divide by 6.


Think of a related multiplication fact. 6 × ■ = 42

Find the row for the factor, 6.

Look right to find the product, 42.

Look up to find the unknown factor, 7.

7 is the factor you multiply by 6 to get the product, 42.

So, 6 × 7 = 42.

Use this related multiplication fact to find the quotient.

Since 6 × 7 = 42, then 42 ÷ 6 = 7.

So, 42 ÷ 6 = 7.


1. 6 × = 30 30 ÷ 6 = 2. 6 × = 48 48 ÷ 6 =

3. 6 × = 18 18 ÷ 6 = 4. 6 × = 24 24 ÷ 6 =

Find the quotient.

5. 6 ÷ 6 = 6. 48 ÷ 6 = 7. 54 ÷ 6 = 8. 12 ÷ 6 =

9. 0 ÷ 6 = 10. 36 ÷ 6 = 11. 6 ÷ 1 = 12. 18 ÷ 6 =

Divide by 6OBJECTIVE Use a multiplication table or a related multiplication fact to divide by 6.

30

0 0 0 0 0 0 0 0 0

0 1 2 3 4 5 6 7 8

0 2 4 6 8 10 12 14 16

0 3 6 9 12 15 18 21 24

0 4 8 12 16 20 24 28 32

0 5 10 15 20 25 30 35 40

0 6 12 18 24 30 36 42 48

9876

6

5

5

4

4

3

3

2

2

1

1

0

0 0

9

18

27

36

45

54

0

10

20

30

40

50

60

0 7 14 21 28 35 42 49 567 63 70

0 8 16 24 32 40 48 56 648 72 80

0 9 18 27 36 45 54 63 729 81 90

0 10 20 40 50 60 70 8010 90 100

10


1

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1. 7 × = 42 42 ÷ 7 = 2. 7 × = 35 35 ÷ 7 =

3. 7 × = 7 7 ÷ 7 = 4. 5 × = 20 20 ÷ 5 =

Find the quotient.

5. 7 ⟌ _

21 6. 7 ⟌ _

14 7. 6 ⟌ _

48 8. 7 ⟌ _

63

9. = 35 ÷ 7 10. 0 ÷ 7 = 11. = 56 ÷ 7 12. 32 ÷ 8 =

Find the unknown number.

13. 56 ÷ 7 = e

e =

14. k = 32 ÷ 4

k =

15. g = 49 ÷ 7

g =

16. 28 ÷ 7 = s

s =

Problem Solving 17. Twenty-eight players sign up for

basketball. The coach puts 7 players on each team. How many teams are there?

18. Roberto read 42 books over 7 months. He read the same number of books each month. How many books did Roberto read each month?

CC.3.OA.7

6 6

64 Lesson 32

Divide by 7

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LESSON 33 CC.3.OA.7

You can use repeated subtraction to divide by 9.


Step 1 Start with 36. Subtract 9 as many times as you canuntil you reach 0. Write the answers.

Step 2 Count the number of times you subtract 9.

You subtracted 9 four times.

So, 36 ÷ 9 = 4.

Find the quotient.

1. 9 ÷ 9 = 2. 27 ÷ 9 = 3. 18 ÷ 9 =

4. 36 ÷ 9 = 5. = 72 ÷ 9 6. = 63 ÷ 9

7. 45 ÷ 9 = 8. = 18 ÷ 9 9. = 54 ÷ 9

10. 9 ⟌ _

63 11. 9 ⟌ _

81 12. 9 ⟌ _

36

13. 8 ⟌ _

48 14. 4 ⟌ _

36 15. 7 ⟌ _

28

Divide by 9OBJECTIVE Use repeated subtraction to divide by 9.

36- 9

27

27- 9

18

18- 9

9

9- 9

0


1

7 7

14 students

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Problem Solving • Model MultiplicationOBJECTIVE Solve one- and two-step problems by using the strategy draw a diagram.

LESSON 35

There are 2 rows of flute players in a marching band. Each row has 7 students. How many flute players are there in all?



I need to find how many

are in the marching band.

Complete the bar model to show the flute players.

Write 7 in each box to show the 7 students in each of the 2 groups.

Since there are equal groups, I can multiply to find the number of flute players in the band.

× =

So, there are flute players in all.


I know there are rows. There are

students in each row.


I will draw a to help

me see what I need to use to solve the problem.

1. The Coopers put a new floor in the bathroom. There are 5 rows of 6 red tiles. How many tiles did they use?

2. Tommy has a jar of coins. He makes 8 piles of 4 quarters. How many quarters does Tommy have in all?

flute players

bar model

operation

7

2

2 7 14

14


1

=+

booksleft

booksdonated

t, totalnumber of books

26 9 t

÷

t, totalnumberof books

35 =

sets ofbooks

s, booksin each

set

5 s

CC.3.OA.8

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Chloe bought 5 sets of books. Each set had the same number of books. She donated 9 books to her school. Now she has 26 books left. How many books were in each set that Chloe bought?



I need to find how many

were in each .

First, begin with the number of books left. Add the number of books donated.

= t

Then divide to find the number of books in each set.

= s

So, books were in each set.


I need to use the information given:

Chloe bought sets of books.

She donated books.

She has books left.


I will use the information to

the problem.

Solve the problem.

1. Jackie had 6 equal packs of pencils. Her friend gave her 4 more pencils. Now she has 52 pencils. How many pencils were in each pack?

2. Tony had 4 equal sets of sports cards. He gave his friends 5 cards. Now he has 31 cards. How many cards were in each set?

Problem Solving • Two-Step ProblemsOBJECTIVE Solve two-step problems by using the strategy act it out.

LESSON 37

355

9

26

books

act out

set

7

7


1

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Solve the problem.

1. Jack has 3 boxes of pencils with the same number of pencils in each box. His mother gives him 4 more pencils. Now Jack has 28 pencils. How many pencils are in each box?

2. The art teacher has 48 paintbrushes. She puts8 paintbrushes on each table in her classroom. How many tables are in her classroom?

3. Ricardo has 2 cases of video games with the same number of games in each case. He gives 4 games to his brother. Ricardo has 10 games left. How many video games were in each case?

4. Patty has $20 to spend on gifts for her friends. Her mother gives her $5 more. If each gift costs $5, how many gifts can she buy?

5. Joe has a collection of 35 DVD movies. He received 8 of them as gifts. Joe bought the rest of his movies over 3 years. If he bought the same number of movies each year, how many movies did Joe buy last year?

6. Liz has a 24-inch-long ribbon. She cuts nine 2-inch pieces from her original ribbon. How much of the original ribbon is left?

8 pencilsThink: I can start with 28 counters

and act out the problem.

74 Lesson 37

Problem Solving • Two-Step Problems

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Write correct if the operations are listed in the correct order. If not correct, write the correct order of operations.

1. 45 - 3 × 5 subtract, multiply

2. 3 × 4 ÷ 2 divide, multiply

3. 5 + 12 ÷ 2 divide, add

4. 7 × 10 + 3 add, multiply

Follow the order of operations to find the unknown number.

5. 6 + 4 × 3 = n

n =

6. 8 - 3 + 2 = k

k =

7. 24 ÷ 3 + 5 = p

p =

8. 12 - 2 × 5 = r

r =

9. 7 × 8 - 6 = j

j =

10. 4 + 3 × 9 = w

w =

Problem Solving

11. Shelley bought 3 kites for $6 each. She gave the clerk $20. How much change should Shelley get?

12. Tim has 5 apples and 3 bags with 8 apples in each bag. How many apples does Tim have in all?

multiply, subtract

76 Lesson 38

Order of Operations

143

1

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7 6 543

21

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CC.3.MD.1

Tommy wants to know what time the clock shows. He also wants to know one way to write the time.

Step 1 Where is the hour hand pointing? What is the hour?It points just after the 6, so the hour is 6.

Step 2 Where is the minute hand pointing?It points just after the 3.

Count the minutes. Count zero at the 12. Count on by fives: 5, 10, 15.

Then count on by ones: 16, 17.

So, the time is 6:17, or seventeen minutes after six.

Write the time. Write one way you can read the time.

1.

2.

3.

4.

Time to the MinuteOBJECTIVE Read, write, and tell time on analog and digital clocks to the nearest minute.

LESSON 71

8910

11 12

7 6 543

21

171615

10

50

Measurement and Data 141146

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Write the time. Write one way you can read the time.

1.

2.

3.

4.

5.

6.

Write the time another way.

7. 23 minutes after 4

8. 18 minutes before 11

9. 10 minutes before 9

10. 7 minutes after 1

Problem Solving 11. What time is it when the hour

hand is a little past the 3 and the minute hand is pointing to the 3?

12. Pete began practicing at twenty-five minutes before eight. What is another way to write this time?

4:13

7:248

910

11 12

7 6 543

21

1:16; sixteen

minutes after one

142 Lesson 71

Time to the Minute

147

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7 6 543

21

2:53

8:108

910

11 12

7 6 543

21

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Write the time for the activity. Use A.M. or P.M.

1. eat lunch

2. go home after school

3. see the sunrise

4. go for a walk

5. go to school

6. get ready for art class

Write the time. Use A.M. or P.M.

7. 13 minutes after 5:00 in the morning

8. 19 minutes before 9:00 at night

9. quarter before midnight

10. one-half hour after 4:00 in the morning

Problem Solving 11. Jaime is in math class. What time

is it? Use A.M. or P.M.

12. Pete began practicing his trumpet at fifteen minutes past three. Write this time using A.M. or P.M.

12:20 P.M.

144 Lesson 72

A.M. and P.M.

149

2

9:409:30

10 min

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To find elapsed time, find the amount of time that passes from the start of an activity to the end of the activity.

Tina starts to walk at 9:30 A.M. She stops walking at 9:52 A.M. For how many minutes does Tina walk?

STEP 1Find the start time on the number line.

minutes + minutes +

minute + minute =

minutes

STEP 2Count on to the end time. Count on by tens for each 10 minutes. Count on by ones for each minute. Write the times below the number line.

STEP 3 Draw jumps on the number line to show the minutes from 9:30 to 9:52. Record the minutes. Then add them.

Try This!Draw jumps on a number line to find the elapsed time.

1. Jenny waits from 11:45 A.M. to 11:54 A.M.

2. Alex studies from 2:15 P.M. to 2:40 P.M.

SKILL S76

Measure Time IntervalsOBJECTIVE Solve word problems involving time intervals in minutes.

minutes minutes

S76 Skill S76150

1

8:10 8:20 8:30 8:40 8:45

10min

5min

10min+

10min+ +

8910

11 12

7 6 543

21

8910

11 12

7 6 543

21

8910

11 12

7 6 543

21

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Find the elapsed time.

1. Start: 8:10 A.M. End: 8:45 A.M.

2. Start: 6:45 P.M. End: 6:54 P.M.

3. Start: 3:00 P.M. End: 3:37 P.M.

4. Start: 10:05 A.M. End: 10:21 A.M.

5. Start: 7:30 A.M. End: 7:53 A.M.

6. Start: 5:20 A.M. End: 5:47 A.M.

Problem Solving 7. A show at the museum starts at

7:40 P.M. and ends at 7:57 P.M. How long is the show?

8. The first train leaves the station at 6:15 A.M. The second train leaves at 6:55 A.M. How much later does the second train leave the station?

35 minutes

146 Lesson 73

Measure Time Intervals

153

1

4:293:34 3:40 4:00 4:20

6 min 20 min 20 min 9 min-- - -

8910

11 12

7 6 543

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Find the starting time.

1. Ending time: 4:29 P.M.Elapsed time: 55 minutes

2. Ending time: 10:08 A.M.Elapsed time: 30 minutes

Find the ending time.

3. Starting time: 2:15 A.M.Elapsed time: 45 minutes

4. Starting time: 6:57 P.M.Elapsed time: 47 minutes

Problem Solving 5. Jenny spent 35 minutes doing

research on the Internet. She finished at 7:10 P.M. At what time did Jenny start her research?

6. Clark left for school at 7:43 A.M. He got to school 36 minutes later. At what time did Clark get to school?

3:34 P.M.

8910

11 12

7 6 543

21

148 Lesson 74

Use Time Intervals

155

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Solve each problem. Show your work.

1. Hannah wants to meet her friends downtown. Before leaving home, she does chores for 60 minutes and eats lunch for 20 minutes. The walk downtown takes 15 minutes. Hannah starts her chores at 11:45 A.M. At what time does she meet her friends?

2. Katie practiced the flute for 45 minutes. Then she ate a snack for 15 minutes. Next, she watched television for 30 minutes, until 6:00 P.M. At what time did Katie start practicing the flute?

3. Nick gets out of school at 2:25 P.M. He has a 15-minute ride home on the bus. Next, he goes on a 30-minute bike ride. Then he spends 55 minutes doing homework. At what time does Nick finish his homework?

4. The third-grade class is going on a field trip by bus to the museum. The bus leaves the school at 9:45 A.M. The bus ride takes 47 minutes. At what time does the bus arrive at the museum?

1:20 P.M.

Problem Solving • Time Intervals

11:45 A.M. 12:45 1:05 1:20

+20 min+60 min + 15 min

150 Lesson 75157

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Mass is the amount of matter in an object. You can measure mass using the metric units gram (g) and kilogram (kg).

Should you use gram or kilogram to measure the mass of a penny?

The mass of one grape is about 1 gram.

The mass of a book is about 1 kilogram.

Think: The mass of a penny is closer to the mass of a grapethan to the mass of a book. So, use grams to measure the mass of a penny.

You can use a pan balance to compare the masses of an eraser and a stapler.

Think: The pan with the stapler is lower.

So, the mass of a stapler is more than the mass of an eraser.

Choose the unit you would use to measure the mass. Write gram or kilogram.

1. cherry

2. cat

3. pencil

4. Compare the masses of the objects. Write is less than, is the same as, or is more than.

The mass of the pencil the mass of the apple.

Estimate and Measure MassOBJECTIVE Estimate and measure mass in grams and kilograms.

LESSON 77

Measurement and Data 153160

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Choose the unit you would use to measure the mass. Write gram or kilogram.

1. CD

2. boy

3. bag of sugar

4. lion

5. paper clip

6. empty plastic bottle

Compare the masses of the objects. Write is less than, is the same as, or is more than.

7.

The mass of the candle

the mass of the light bulb.

8.

The mass of the watch

the mass of the mass of the necklace.

Problem Solving 9. A red ball has a mass that is less

than 1 kilogram. A blue ball has a mass of 1 kilogram. Is the mass of the blue ball more than or less than the mass of the red ball?

10. Brock’s dog is a collie. To find the mass of his dog, should Brock use grams or kilograms?

gram

sugar

154 Lesson 77

Estimate and Measure Mass

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Liquid volume is the amount of liquid in a container. You can measure liquid volume using the metric unit liter (L).

A water bottle holds about 1 liter. Estimate how much liquid a plastic cup and a fish bowl will hold. Then write the containers in order from the greatest to least liquid volume.

A plastic cup holds less than 1 liter.

Think: A plastic cup is smaller than a water bottle.

A water bottle holds about 1 liter.

A fish bowl holds more than 1 liter.

Think: A fish bowl is larger than a water bottle.

So, the order of the containers from greatest to least liquid volume is fish bowl, water bottle, plastic cup.

1. A wading pool is filled with water. Is the amount more than 1 liter, about 1 liter, or less than 1 liter?

Estimate how much liquid volume there will be when the container is filled. Write more than 1 liter, about 1 liter, or less than 1 liter.

2. vase

3. mug

4. bathtub

Estimate and Measure Liquid VolumeOBJECTIVE Estimate and measure liquid volume in liters.

LESSON 76

Measurement and Data 151 158

2©

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ug

hto

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in H

arco

urt

Pu

blis

hin

g C

om

pan

yName

The inch (in.) is a customary unit of length. You can use inches to measure small objects.

Find the length of the pencil to the nearest inch.

STEP 1Line up one end of the pencil with the zero mark on the ruler.

1 2 3inches

inches

STEP 2Measure to the nearest inch.

Think: The length is closer to 2 inches than to 3 inches.

Try This!Measure to the nearest inch.

1.

1 2inches

inches

2.

1 2inches

inch

3.

1 2 3inches

inches

4.

1 2inches

inch

Measure to the Nearest InchOBJECTIVE Estimate and measure lengths to the nearest inch.

SKILL S79

Skill S79 S79 165

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Use the Favorite School Subject tables for 1–4.

1. The students in two third-grade classes recorded their favorite school subject. The data are in the tally table. How many fewer students chose science than chose social studies as their favorite school subject?

Think: Use the data in the tally table to record the data in the frequency table. Then solve the problem.

social studies: students

science: students

12 - 5 =

So, fewer students chose science.

2. What subject did the least number of students choose?

3. How many more students chose math than language arts as their favorite subject?

more students

4. Suppose 3 students changed their vote from math to science. Describe how the frequency table would change.

Problem Solving • Organize Data

Subject Tally

Favorite School Subject

Math

Science

Language Arts

Reading

Social Studies

Subject Number

Favorite School Subject

Math

5

12

Science

Language Arts

Reading

Social Studies

12

5

7

7

158 Lesson 79169

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A picture graph uses pictures to show information. You can make a picture graph to show the data in a tally chart.

The tally chart shows students’ favorite cookies. Use the tally chart to complete the picture graph. Draw 1 for each student. How many more students chose peanut butter than chose oatmeal?

STEP 1 Draw 1 picture for each tally mark in the tally chart. Complete the picture graph key.

Key: Each stands for student.

So, more students chose peanut butter.

STEP 2 Count the pictures for oatmeal cookies and peanut butter cookies.

Think: The row with oatmeal has picture.

The row with peanut butter has pictures.

STEP 3 Find the difference.

Think: – =

Try This!Use the tally chart to complete the picture graph. Answer the questions.

Key: Each stands for 1 student.

1. Which bird did most

students choose?

2. How many more students chose owl than

chose swan?

Make Picture GraphsOBJECTIVE Make picture graphs to represent data.

SKILL S87

Favorite CookieCookie Tally

chocolate | | |

oatmeal |

peanut butter ||||

Favorite Cookiechocolate

oatmeal

peanut butter

|

Favorite BirdsBird Tally

owl ||||

swan | | |

eagle | |

Favorite Birdsowl

swan

eagle

Skill S87 S87 172

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A picture graph shows information using small pictures or symbols.

A key tells what the symbol stands for. A symbolcan stand for more than 1.

Which state in the picture graph below has 9 national park areas?

The key for the picture graph shows that each = 6 national park areas.

Count the number of next to each state.

Oregon has one tree picture and half of a tree picture.

Think:

= 6 park areas

= 3 park areas

So, Oregon has 9 national park areas.

Use the Favorite Ice Pop Flavor picture graph for 1–4.

1. How many people chose orange?

2. How many people chose lemon?

3. How many fewer people chose lemon than chose strawberry?

4. How many people in all were surveyed?

Use Picture GraphsOBJECTIVE Read and interpret data in a scaled picture graph.

LESSON 80

New York

Oregon

Missouri

Minnesota

Michigan

National Park Areas

Key: Each = 6 national park areas.

Blueberry

Strawberry

Lemon

Orange

Favorite Ice Pop Flavor

Key: Each = 2 votes.


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Use the data in this table to make a picture graph.

Step 1 Write the title.

Step 2 Write the names of the games.

Step 3 Decide what number each picture will represent. You can count by fives to find the number of caps sold, so let each represent 5 caps.

Step 4 Draw one cap for every 5 caps sold during each game. There were 20 caps sold during the Falcons and Mustangs game. Count to 20 by fives. 5, 10, 15, 20. So, 4 caps should be drawn. Draw the caps for the rest of the games.

Use your picture graph above for 1–3.

1. During which game were the most ball caps sold?

2. How many pictures would you draw if 45 ball caps were sold in a game?

3. During which two games were a total of 25 caps sold?

Make Picture GraphsOBJECTIVE Draw a scaled picture graph to show data in a table.

LESSON 81

Falcons and Mustangs

Sharks and Bulldogs

Hawks and Comets

Rams and Cardinals

20

30

5

15

Basketball Game Caps

Number of Ball Caps Sold

Rams andCardinals

Hawks andComets

Sharks andBulldogs

Falcons andMustangs

Number of Ball Caps Sold

Key: Each = 5 caps.


2

Col

or

Number of Circles0 1 2 3 4 5

yellow

red

purple

Circle Colors

Cla

sses

Number of Children0 1 2 3 4 5

math

reading

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You can read bar graphs by comparing the lengths of the bars.

Read the bar graph below.How many red circles are recorded on the graph?

STEP 1Look at the number below the right end of the bar for the label red. Circle the number.

red circles

STEP 2Write the number that tells how many red circles.

Try This!Use the bar graph to answer the questions.

1. How many children chose math?

children

2. Which class did fewer children choose? Circle.

math reading

Read Bar GraphsOBJECTIVE Interpret data in bar graphs.

SKILL S88

S88 Skill S88177

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s

Number of Books0 1 2 3 4 5 6 7

Seth

Hal

Books Read

Mabel

Col

ors

Number of Students 0 1 2 3 4 5 6 7

blue

yellow

Favorite Colors

purple

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A bar graph uses bars of different lengths to show information. You can make a bar graph to show the data in a tally chart.

The tally chart shows the number of books students read. Write the number of tally marks. Then color the bar graph to match the tally marks in the chart. How many more books did Mabel read than Seth?

STEP 1 Write the number of tally marks in the tally chart.

STEP 2 Make bars on the bar graph to match the tally marks.

STEP 3 Use the graph to answer the question.Think: Mabel read books.

Seth read books.

– =

So, Mabel read more books.

Try This!Write the number of tally marks. Make bars on the bar graph to match the tally marks. Answer the questions.

1. How many students

chose yellow?

2. Which color did most

students choose?

Make Bar GraphsOBJECTIVE Make bar graphs to represent data.

SKILL S89

Books Read Total

Seth | | | |

Hal | | |

Mabel |||| ||

Favorite Colors Total

blue |||| |

yellow ||||

purple ||

|

|

Skill S89 S89 178

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0

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6

8

10

12

14

16

Num

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f Stu

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s

Projects Homework Email Games

Computer Center

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You can use a model or write a number sentence to help you answer questions about data.

The bar graph shows the different ways students use the computer center after school. How many more students use the computer center for projects than for games?

One Way Use a model.

Find the bar for projects. The bar ends at 12. So, 12 students use the computer center for projects.

Find the bar for games. The bar ends halfway between 4 and 6. So, 5 students use the computer center for games. Count back along the scale from 12 to 5 to find the difference.The difference is 7 students.

Another Way Write a number sentence.

Subtract to compare the number of students.

Think: There are 12 students who work on projects. There are 5 students who play games.

12 - 5 = 7

So, 7 more students use the computer center for projects than for games.

Use the Computer Center bar graph for 1–3.

1. How many more students use the computer center for homework

than for email? more students

2. How many fewer students use the computer center for games

than for homework? fewer students

3. Do more students use the computer center for projects or for email

and games combined? Explain.

Solve Problems Using DataOBJECTIVE Solve one- and two-step compare problems using data represented in scaled bar graphs.

LESSON 84


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SKILL S90

Measurement Data on Line PlotsOBJECTIVE Measure the lengths of objects and use a line plot to display the measurement data.

A line plot has a horizontal scale and looks similar to a number line. You can record data on a line plot by placing Xs over the numbers on the scale.

Make a line plot to show measurement data. Mary measured the length of 4 pencils and recorded the following lengths. Pencil 1: 4 inches, Pencil 2: 3 inches, Pencil 3: 5 inches, Pencil 4: 4 inches. How many pencils are 4 inches or longer?

STEP 1Record the lengths of the 4 pencils. Pencil 1: inches

Pencil 2: inches

Pencil 3: inches

Pencil 4: inches

Lengths of Pencils in Inches

STEP 2Write the numbers and draw the Xs to show the measurements.

STEP 3Use the line plot to tell how many pencils are 4 inches or longer.

There are pencils that are 4 inches or longer.

Try This!Use the data to make a line plot. Answer the questions.

1.

2. How many flowers are 7 inches or shorter?

flowers

3. How many flowers are 8 inches or taller?

flowers

One flower is 6 inches long.Two flowers are 7 inches long.One flower is 8 inches long.One flower is 9 inches long.

Lengths of Flower in Inches

S90 Skill S90185

1

90 95 10085

Spelling Test Scores

12 13 14 1511

Heights of TomatoPlants (inches)

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A line plot uses marks to record each piece of data above a number line.

Louise measured the heights of tomato plants in her garden. She recorded the height of each plant.

How many tomato plants are there?

Each ✗ stands for 1 plant.

Count all the ✗s. There are 19 in all.

This tells the total number of plants.

How many plants are taller than 13 inches?

Add the number of ✗s for 14 and 15.

3 plants are 14 inches tall. 1 plant is 15 inches tall.

3 + 1 = 4

So, 4 plants are taller than 13 inches.

Use the Spelling Test Scores line plot for 1–3.

1. Which test score did the most students receive?

2. How many more students scored 90 than 100?

3. How many students in all took the spelling test?

Use and Make Line PlotsOBJECTIVE Read and interpret data in a line plot and use data to make a line plot.

LESSON 85


1

$11 $13 $14$12 $15 $16

How Many Shirts Were Sold at Each Price?

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Use the data in the table to make a line plot.

1. How many shirts sold for $12?

2. At which price were the most shirts sold?

3. How many shirts in all were sold?

4. How many shirts were sold for $13 or more?

Problem SolvingUse the line plot above for 5–6.

5. Were more shirts sold for less than $13 or more than $13? Explain.

6. Is there any price for which there are no data? Explain.

4 shirts

How Many Shirts Were Sold at Each Price?

Price Number Sold

$11 1

$12 4

$13 6

$14 4

$15 0

$16 2

170 Lesson 85

Use and Make Line Plots

187

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The School Play

The third grade class is putting on a school play. They are busy preparing for the play. Solve these problems using multiplication facts and strategies.

1. Rashid and Megan make 8 costumes for the play. Each costume needs 5 felt patches. How can Rashid and Megan use a table to find out how many patches they need? Draw a table to solve. Then describe the pattern in the table.

2. The felt patches come in packages of 10. How many packages will Rashid and Megan need to complete all of the costumes? Use an array, words, and numbers to solve the problem. Then write an equation.

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3. A group of students set up chairs in the cafeteria for the play. They need 6 rows with 10 chairs in each row. How can the students find the number of chairs they need? Draw and label the diagram. Explain how you solved the problem.

4. Suppose the students want to put an aisle down the middle of the chairs to make 2 equal sections. How many chairs will be in each section? Write an equation to solve.

5. On the day of the play, students get 9 cartons of juice to sell. Each carton has 4 containers of juice. How many juice containers do they have? Use a number line or draw a quick picture to solve. Write an equation.

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Habib’s Pet Shop

Habib’s Pet Shop sells supplies for all kinds of pets. Each day Habib gets new supplies for his shop. Use division strategies to solve the problems.

The table shows supplies Habib got today. Use the table to solve each problem. Choose a strategy to solve. Then write a division equation. Show your work.

1. Habib wants to put the cat toys in a display of equal groups on 6 racks. How many of each toy will Habib put on each rack?

2. Habib wants to put the pet beds on shelves in equal groups of 5. How many shelves will Habib need?

Habib’s Pet Shop

Supply Number

Cat Toys 42

Dog Chews 28

Fish Food 54

Pet Beds 35

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3. Habib wants to put dog chews into baskets. Each basket holds 7 dog chews. How many baskets does Habib need? Write a division sentence and a related multiplication sentence. Solve.

4. Fish food comes in boxes with 9 containers of food in each box. Habib sells 2 boxes of food. He wants to arrange the remaining fish food containers into equal groups.

a. How many containers of fish food are left? Show how you solved the problem.

b. How can Habib arrange the containers so they are in equal groups? Describe the strategy you will use to solve. Show your work. Then write a division sentence.

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Mario’s Coffee Shop

Mario runs a small coffee shop. Every day he serves breakfast and lunch. It is important for Mario to know about time and measuring things.

1. The clocks show the times that Mario opened his coffee shop, served lunches, and closed his coffee shop one day this week.

a. Write the times using A.M. and P.M.

b. Ms. Henley is meeting her son at the coffee shop at 12:00 P.M. for lunch. She arrives 20 minutes early. What time does Ms. Henley get to the coffee shop? Use A.M. or P.M. Explain how you know which one to use.

c. Mario puts loaves of bread in the oven at 8:20. He takes the bread out at 8:47. Find how long it took for the bread to bake. Use the number line to solve the problem.

Morning Lunch Afternoon

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third grade - mukilteo school district · 2020-03-27 · dear families, as our community works to...

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