Common Core Grade 3 Math (Worksheets, Homework, Lesson Plans)
Looking for video lessons that will help you in your Common Core Grade 3 Math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Grade 3 students?
The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. The Lesson Plans and Worksheets are divided into seven modules.
Related Pages Common Core Math Resources, Lesson Plans And Worksheets Common Core Math Video Lessons, Math Worksheets and Games for Grade 3 Common Core Math Video Lessons, Math Worksheets and Games for all grades
Grade 3 Homework, Lesson Plans And Worksheets
| Module 1 Topics and Objectives | ||
|---|---|---|
| Standard: 3.OA.1, 3.OA.3 Days: 3 : Understand as multiplication. ( ) : Relate multiplication to the array model. ( ) ( ) ( ) : Interpret the meaning of factors - the size of the group or the number of groups. ( ) | ||
| Standard: 3.OA.2, 3.OA.6, 3.OA.3, 3.OA.4 Days: 3 : Understand the meaning of the unknown as the size of the group in division. ( ) ( ) ( ) : Understand the meaning of the unknown as the number of groups in division. ( ) : Interpret the unknown in division using the array model. ( ) | ||
| Standard: 3.OA.1, 3.OA.5 3.OA.3, 3.OA.4 Days: 4 , : Demonstrate the commutativity of multiplication and practice related facts by skip-counting objects in array models. ( ) : Find related multiplication facts by adding and subtracting equal groups in array models. ( ) : Model the distributive property with arrays to decompose units as a strategy to multiply. ( ) | ||
| : Topics A-C (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||
| Standard: 3.OA.2, 3.OA.4, 3.OA.6, 3.OA.7, 3.OA.3, 3.OA.8 Days: 3 : Model division as the unknown factor in multiplication using arrays and tape diagrams. ( ) : Interpret the quotient as the number of groups or the number of objects in each group using units of 2. ( ) : Interpret the quotient as the number of groups or the number of objects in each group using units of 3. ( ) ( ) ( ) | ||
| Standard: 3.OA.5, 3.OA.7, 3.OA.1, 3.OA.2, 3.OA.4, 3.OA.6 Days: 4 : Skip-count objects in models to build fluency with multiplication facts using units of 4. ( ) ( ) ( ) : Relate arrays to tape diagrams to model the commutative property of multiplication. ( ) : Use the distributive property as a strategy to find related multiplication facts. ( ) : Model the relationship between multiplication and division. ( ) ( ) ( ) | ||
| Standard: 3.OA.3, 3.OA.5, 3.OA.7, 3.OA.8, 3.OA.1, 3.OA.2, 3.OA.4, 3.OA.6 Days: 4 , : Apply the distributive property to decompose units. ( ) ( ) ( ) : Solve two-step word problems involving multiplication and division and assess the reasonableness of answers. ( ) ( ) ( ) : Solve two-step word problems involving all four operations and assess the reasonableness of answers. ( ) | ||
| : Topics A-F (assessment ½ day, return ½ day, remediation or further application 1 day) | ||
| Module 2 Topics and Objectives |
|---|
| Standard: 3.NBT.2, 3.MD.1 Days: 5 : Explore time as a continuous measurement using a stopwatch. ( ) : Relate skip-counting by 5 on the clock and telling time to a continuous measurement model, the number line. ( ) ( ) ( ) : Count by fives and ones on the number line as a strategy to tell time to the nearest minute on the clock. ( ) : Solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock. ( ) : Solve word problems involving time intervals within 1 hour by adding and subtracting on the number line. ( ) |
| Standard: 3.NBT.2, 3.MD.2, 3.NBT.8 Days: 6 : Build and decompose a kilogram to reason about the size and weight of 1 kilogram, 100 grams, 10 grams, and 1 gram. ( ) : Develop estimation strategies by reasoning about the weight in kilograms of a series of familiar objects to establish mental benchmark measures. ( ) : Solve one-step word problems involving metric weights within 100 and estimate to reason about solutions. ( ) : Decompose a liter to reason about the size of 1 liter, 100 milliliters, 10 milliliters, and 1 milliliter. ( ) : Estimate and measure liquid volume in liters and milliliters using the vertical number line. ( ) : Solve mixed word problems involving all four operations with grams, kilograms, liters, and milliliters given in the same units. ( ) |
| : Topics A-B (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Standard: 3.NBT.1, 3.MD1, 3.MD.2 Days: 3 : Round two-digit measurements to the nearest ten on the vertical number line. ( ) : Round two- and three-digit numbers to the nearest ten on the vertical number line. ( ) : Round to the nearest hundred on the vertical number line. ( ) ( ) ( ) |
| Standard: 3.NBT.2, 3.NBT.3, 3.MD.1, 3.MD.2 Days: 3 : Add measurements using the standard algorithm to compose larger units once. ( ) : Add measurements using the standard algorithm to compose larger units twice. ( ) : Estimate sums by rounding and apply to solve measurement word problems. ( ) ( ) ( ) |
| Standard: 3..NBT.2, 3.NBT.1, 3.MD.1, 3.MD.2 Days: 4 : Decompose once to subtract measurements including three-digit minuends with zeros in the tens or ones place. ( ) : Decompose twice to subtract measurements including three-digit minuends with zeros in the tens and ones places. ( ) : Estimate differences by rounding and apply to solve measurement word problems. ( ) ( ) ( ) : Estimate sums and differences of measurements by rounding, and then solve mixed word problems. ( ) |
| : Topics A-E (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Module 3 Topics and Objectives |
|---|
| Standard: 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.3, 3.OA.6 Days: 3 Study commutativity to find known facts of 6, 7, 8, and 9. ( ) ( ) ( ) : Apply the distributive and commutative properties to relate multiplication facts 5 × + to 6 × and × 6 where is the size of the unit. ( ) ( ) ( ) : Multiply and divide with familiar facts using a letter to represent the unknown. ( ) |
| Standard: 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.6 Days: 4 : Count by units of 6 to multiply and divide using number bonds to decompose. ( ) : Count by units of 7 to multiply and divide using number bonds to decompose. ( ) : Use the distributive property as a strategy to multiply and divide using units of 6 and 7. ( ) : Interpret the unknown in multiplication and division to model and solve problems using units of 6 and 7. ( ) |
| Standard: 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.1, 3.OA.2, 3.OA.6, 3.OA.8 Days: 4 : Understand the function of parentheses and apply to solving problems. ( ) : Model the associative property as a strategy to multiply. ( ) : Use the distributive property as a strategy to multiply and divide. ( ) : Interpret the unknown in multiplication and division to model and solve problems. ( ) |
| : Topics A-C (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| D. Multiplication and Division Using Units of 9 Standard: 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.6 Days: 4 : Apply the distributive property and the fact 9 = 10 - 1 as a strategy to multiply. ( ) , : Identify and use arithmetic patterns to multiply. ( ) ( ) ( ) : Interpret the unknown in multiplication and division to model and solve problems. ( ) |
| E. Analysis of Patterns and Problem Solving Including Units of 0 and 1 Standard: 3.OA.3, 3.OA.7, 3.OA.8, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.4, 3.OA.6 Days: 3 : Reason about and explain arithmetic patterns using units of 0 and 1 as they relate to multiplication and division. ( ) ( ) ( ) : Identify patterns in multiplication and division facts using the multiplication table. ( ) : Solve two-step word problems involving all four operations and assess the reasonableness of solutions. ( ) ( ) |
| F. Multiplication of Single-Digit Factors and Multiples of 10 Standard: 3.OA.5, 3.OA.8, 3.OA.9, 3.OA.3, Days: 4 : Multiply by multiples of 10 using the place value chart. ( ) : Use place value strategies and the associative property × ( × 10) = ( × ) × 10 (where and are less than 10) to multiply by multiples of 10. ( ) : Solve two-step word problems involving multiplying single-digit factors and multiples of 10. ( ) ( ) |
| : Topics A-F (assessment ½ day, return ½ day, remediation or further application 1 day) |
| Module 4 Topics and Objectives |
|---|
| Standard: 3.MD.5, 3.MD.6, 3.MD.7 Days: 4 : Understand area as an attribute of plane figures. ( ) : Decompose and recompose shapes to compare areas. ( ) : Model tiling with centimeter and inch unit squares as a strategy to measure area. ( ) : Relate side lengths with the number of tiles on a side. ( ) |
| Standard: 3.MD.5, 3.MD.6, 3.MD.7 Days: 4 : Form rectangles by tiling with unit squares to make arrays. ( ) : Draw rows and columns to determine the area of a rectangle, given an incomplete array. ( ) : Interpret area models to form rectangular arrays. ( ) : Find the area of a rectangle through multiplication of the side lengths. ( ) |
| : Topics A-B (assessment 1 day, return ½ day, remediation or further applications ½ day) |
| Standard: 3.MD.5, 3.MD.6, 3.MD.7 Days: 3 : Analyze different rectangles and reason about their area. ( ) : Apply the distributive property as a strategy to find the total area of a large rectangle by adding two products. ( ) : Demonstrate the possible whole number side lengths of rectangles with areas of 24, 36, 48, or 72 square units using the associative property. ( ) |
| Standard: 3.MD.5, 3.MD.6, 3.MD.7 Days: 5 : Solve word problems involving area. ( ) , : Find areas by decomposing into rectangles or completing composite figures to form rectangles. ( ) , : Apply knowledge of area to determine areas of rooms in a given floor plan. ( ) |
| : Topics A-D (assessment 1 day, return ½ day, remediation or further applications ½ day) |
| Module 5 Topics and Objectives |
|---|
| Standard: 3.G.2, 3.NF.1 Days: 4 : Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models. ( ) : Specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips. ( ) : Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models. ( ) : Represent and identify fractional parts of different wholes. ( ) |
| Standard: 3.NF.1, 3.MD.3, 3.G.2 Days: 5 : Partition a whole into equal parts and define the equal parts to identify the unit fraction numerically. ( ) : Build non-unit fractions less than one whole from unit fractions. ( ) ( ) : Identify and represent shaded and non-shaded parts of one whole as fractions. ( ) ( ) : Represent parts of one whole as fractions with number bonds. ( ) : Build and write fractions greater than one whole using unit fractions. ( ) ( ) |
| Standard: 3.NF.3, 3.NF.1, 3.G.2 Days: 4 : Compare unit fractions by reasoning about their size using fraction strips. ( )( ) : Compare unit fractions with different sized models representing the whole. ( ) : Specify the corresponding whole when presented with one equal part. ( ) ( ) : Identify a shaded fractional part in different ways depending on the designation of the whole. ( ) |
| : Topics A-C (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| Standard: 3.NF.2, 3.NF.3, 3.MD.4 Days: 6 : Place unit fractions on a number line with endpoints 0 and 1. ( ) : Place any fraction on a number line with endpoints 0 and 1. ( ) : Place whole number fractions and unit fractions between whole numbers on the number line. ( ) ( ) : Practice placing various fractions on the number line. ( ) ( ) : Compare fractions and whole numbers on the number line by reasoning about their distance from 0. ( ) : Understand distance and position on the number line as strategies for comparing fractions. (Optional) ( ) |
| Standard: 3.NF.3 Days: 4 : Recognize and show that equivalent fractions have the same size, though not necessarily the same shape. ( ) : Recognize and show that equivalent fractions refer to the same point on the number line. ( ) , : Generate simple equivalent fractions by using visual fraction models and the number line. ( ) ( ) : Express whole numbers as fractions and recognize equivalence with different units. ( ) ( ) : Express whole number fractions on the number line when the unit interval is 1. ( ) ( ) : Decompose whole number fractions greater than 1 using whole number equivalence with various models. ( ) ( ) : Explain equivalence by manipulating units and reasoning about their size. ( ) ( ) |
| Standard: 3.NF.3d Days: 3 : Compare fractions with the same numerator pictorially. ( ) ( ) : Compare fractions with the same numerator using <, >, or = and use a model to reason about their size. ( ) : Partition various wholes precisely into equal parts using a number line method. ( ) |
| : Topics A-F (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| Module 6 Topics and Objectives |
|---|
| Standard: 3.MD.3 Days: 4 : Generate and organize data. ( ) : Rotate tape diagrams vertically. ( ) : Create scaled bar graphs. ( ) ( ) : Solve one- and two-step problems involving graphs. ( ) |
| Standard: 3.MD.4 Days: 5 : Create ruler with 1-inch, 1/2-inch, and 1/4-inch intervals and generate measurement data. ( ) : Interpret measurement data from various line plots. ( ) , : Represent measurement data with line plots. ( ) : Analyze data to problem solve. ( ) |
| : Topics A-B (assessment ½ day, return ¼ day, remediation or further applications ¼ day) |
| Module 7 Topics and Objectives |
|---|
| Standard: 3.OA.8 Days: 3 , : Solve word problems in varied contexts using a letter to represent the unknown. ( ) : Share and critique peer solution strategies to varied word problems. ( ) |
| Standard: 3.G.1 Days: 6 : Compare and classify quadrilaterals. ( ) : Compare and classify other polygons. ( ) : Draw polygons with specified attributes to solve problems. ( ) : Reason about composing and decomposing polygons using tetrominoes. ( ) : Create a tangram puzzle and observe relationships among the shapes. ( ) : Reason about composing and decomposing polygons using tangrams. ( ) |
| Standard: 3.MD.8, 3.G.1 Days: 8 : Decompose quadrilaterals to understand perimeter as the boundary of a shape. ( ) : Tessellate to understand perimeter as the boundary of a shape. (Optional) ( ) : Measure side lengths in whole number units to determine the perimeter of polygons. ( ) : Explore perimeter as an attribute of plane figures and solve problems. ( ) : Determine the perimeter of regular polygons and rectangles when whole number measurements are missing. ( ) : Solve word problems to determine perimeter with given side lengths. ( ) : Use string to measure the perimeter of various circles to the nearest quarter inch. ( ) : Use all four operations to solve problems involving perimeter and missing measurements. ( ) |
| : Topics A-C (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| Standard: 3.MD.4, 3.MD.8, 3.G.1 Days: 5 : Construct rectangles from a given number of unit squares and determine the perimeters. ( ) : Use a line plot to record the number of rectangles constructed from a given number of unit squares. ( ) , : Construct rectangles with a given perimeter using unit squares and determine their areas. ( ) : Use a line plot to record the number of rectangles constructed in Lessons 20 and 21. ( ) |
| Standard: 3.MD.8, 3.G.1 Days: 8 : Solve a variety of word problems with perimeter. ( ) ( ) , , , : Use rectangles to draw a robot with specified perimeter measurements, and reason about the different areas that may be produced. ( ) , : Solve a variety of word problems involving area and perimeter using all four operations. ( ) : Share and critique peer strategies for problem solving. ( ) |
| : Topics A-E (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| , : Explore and create unconventional representations of one-half. ( ) : Solidify fluency with Grade 3 skills. : Create resource booklets to support fluency with Grade 3 skills. |
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This section includes helpful information about assessments, including where to locate answer keys for module problem and homework sets as well as the location of sample questions for state assessments that are released to the public.
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HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 3
Houghton mifflin harcourt go math grade 3 answers & resources.
Textbook: HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 3 ISBN: 9780547587851
Use the table below to find videos, mobile apps, worksheets and lessons that supplement HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 3 book.
Whole Number Operations
Addition and subtraction within 1,000.
Domains Operations and Algebraic Thinking Number and Operations in Base Ten
Common Core Standards CC.3.OA.8, CC.3.OA.9, CC.3.NBT.1, CC.3.NBT.2
Number Patterns
Round to the nearest ten or hundred, estimate sums, mental math strategies for addition, use properties to add, use the break apart strategy to add, combine place value to subtract, represent and interpret data.
Domains Measurement and Data
Common Core Standards CC.3.MD.3, CC.3.MD.4
Organize Data
Use picture graphs, make picture graphs, use bar graphs, make bar graphs, solve problems using data, use and make line plots, understanding multiplication.
Domains Operations and Algebraic Thinking
Common Core Standards CC.3.OA.1, CC.3.AO.3, CC.3.OA.5, CC.3.OA.8
Count Equal Groups
Relate addition and multiplication, skip count on number line, model multiplication, model with arrays, commutative property of multiplication, multiply with 1 and 0, multiplication facts and strategies.
Common Core Standards CC.3.OA.3, CC.3.OA.5, CC.3.OA.7, CC.3.OA.7, CC.3.OA.8, CC.3.OA.9
Multiply with 2 and 4
Multiply with 5 and 10, multiply with 3 and 6, distributive property, multiply with 7, associative property with multiplication, patterns on multiplication tables, multiply with 8, multiply with 9, use multiplication facts.
Common Core Standards CC.3.OA.4, CC.3.OA.9, CC.3.NBT.3
Describe Patterns
Find unknown factors, use the distributive property, multiplication strategies with multiples of 10, multiply multiples of 10 by 1-digit numbers, understanding division.
Common Core Standards CC.3.OA.2, CC.3.OA.3, CC.3.OA.5, CC.3.OA.6, CC.3.OA.7
Model Division
Size of equal groups, number of equal groups, model with bar models, relate subtraction and division, relate multiplication and division, write related facts, division rules for 1 and 0, division facts and strategies.
Common Core Standards CC.3.OA.3, CC.3.OA.4, CC.3.OA.7, CC.3.OA.8
Divide by 2
Divide by 10, divide by 5, divide by 3, divide by 4, divide by 6, divide by 7, divide by 8, divide by 9, two-step problems, order of operations, understand fractions.
Domains Numbers and Operations – Fractions
Common Core Standards CC.3.NF.1, CC.3.NF.2a, CC.3.NF.2b, CC.3.NF.3c
Equal Parts of a Whole
Equal shares, unit fractions of a whole, fractions of a whole, fractions on a number line, relate fractions and whole numbers, fractions of a group, find part of a group using unit fractions, compare fractions.
Common Core Standards CC.3.NF.3a, CC.3.NF.3b, CC.3.NF.3d
Compare Fractions with the Same Denominator
Compare fractions with the same numerator, compare and order fractions, model equivalent fractions, equivalent fractions, measurement, time, length, liquid volume, and mass.
Common Core Standards CC.3.MD.1, CC.3.MD.2, CC.3.MD.4
Time to the Minute
A.m and p.m, measure time intervals, use time intervals, measure length, estimate and measure liquid volume, estimate and measure mass, solve problems about liquid volume and mass, perimeter and area.
Common Core Standards CC.3.MD.5, CC.3.MD.5a, CC.3.MD.5b, CC.3.MD.7, CC.3.MD.7a, CC.3.MD.7b, CC.3.MD.7c, CC.3.MD.7d, CC.3.MD.8
Model Perimeter
Find perimeter, understand area, measure area, use area models, area of rectangles, area of combined rectangles, same perimeter, different areas, same area, different perimeters, two-dimensional shapes.
Domains Geometry
Common Core Standards CC.3.G.1, CC.3.G.2
Describe Plane Shapes
Describe angels in place shapes, identify polygons, describe sides of polygons, classify quadrilaterals, draw quadrilaterals, describe triangles.
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Eureka Math Grade 3 Module 1 Lesson 13 Answer Key
Engage ny eureka math 3rd grade module 1 lesson 13 answer key.
Eureka Math Grade 3 Module 1 Answer Key
Eureka Math Grade 3 Module 1 Lesson 13 Sprint Answer Key
Question 1. 2 × 2 =
Answer: 2 × 2 = 4
Explanation: Given 2 × 2 we multiply 2 with 2, we get 4 as 2 × 2 = 4.
Question 2. 3 × 2 = Answer: 3 × 2 = 6,
Explanation: Given 3 × 2 we multiply 3 with 2, we get 6 as 3 × 2 = 6.
Question 3. 4 × 2 =
Answer: 4 × 2 = 8,
Explanation: Given 4 × 2 we multiply 4 with 2, we get 8 as 4 × 2 = 8.
Question 4. 5 × 2 =
Answer: 5 × 2 = 10, Explanation: Given 5 × 2 we multiply 5 with 2, we get 10 as 5 × 2 = 10.
Question 5. 1 × 2 =
Answer: 1 × 2 = 2,
Explanation: Given 1 × 2 we multiply 1 with 2, we get 2 as 1 × 2 = 2.
Question 6. 4 ÷ 2 =
Answer: 4 ÷ 2 = 2,
Explanation: Given 4 ÷ 2 we divide 4 by 2, we get 2 as 4 ÷ 2 = 2.
Question 7. 6 ÷ 2 =
Answer: 6 ÷ 2 = 3, Explanation: Given 6 ÷ 2 we divide 6 by 2, we get 3 as 6 ÷ 2 = 3.
Question 8. 10 ÷ 2 =
Answer: 10 ÷ 2 = 5,
Explanation: Given 10 ÷ 2 we divide 10 by 2, we get 5 as 10 ÷ 2 = 5.
Question 9. 2 ÷ 1 =
Answer: 2 ÷ 1 = 2,
Explanation: Given 2 ÷ 1 we divide 2 by 1, we get 2 as 2 ÷ 1 = 2.
Question 10. 8 ÷ 2 =
Answer: 8 ÷ 2 = 4,
Explanation: Given 8 ÷ 2 we divide 8 by 2, we get 4 as 8 ÷ 2 = 4.
Question 11. 6 × 2 =
Answer: 6 × 2 = 12,
Explanation: Given 6 × 2 we multiply 6 with 2, we get 12 as 6 × 2 = 12.
Question 12. 7 × 2 =
Answer: 7 × 2 = 14, Explanation: Given 7 × 2 we multiply 7 with 2, we get 14 as 7 × 2 = 14.
Question 13. 8 × 2 =
Answer: 8 × 2 = 16,
Explanation: Given 8 × 2 we multiply 8 with 2, we get 16 as 8 × 2 = 16.
Question 14. 9 × 2 =
Answer: 9 × 2 = 18,
Explanation: Given 9 × 2 we multiply 9 with 2, we get 18 as 9 × 2 = 18.
Question 15. 10 × 2 =
Answer: 10 × 2 = 20,
Explanation: Given 10 × 2 we multiply 10 with 2, we get 20 as 10 × 2 = 20.
Question 16. 16 ÷ 2 = 16 ÷ 2 = 8,
Explanation: Given 16 ÷ 2 we divide 16 by 2, we get 8 as 16 ÷ 2 = 8.
Question 17. 14 ÷ 2 = 14 ÷ 2 = 7,
Explanation: Given 14 ÷ 2 we divide 14 by 2, we get 7 as 14 ÷ 2 = 7.
Question 18. 18 ÷ 2 =
Answer: 18 ÷ 2 = 9,
Explanation: Given 18 ÷ 2 we divide 18 by 2, we get 9 as 18 ÷ 2 = 9.
Question 19. 12 ÷ 2 =
Answer: 12 ÷ 2 = 6,
Explanation: Given 12 ÷ 2 we divide 12 by 2, we get 6 as 12 ÷ 2 = 6.
Question 20. 20 ÷ 2 =
Answer: 20 ÷ 2 = 10,
Explanation: Given 20 ÷ 2 we divide 20 by 2, we get 10 as 20 ÷ 2 = 10.
Question 21. __ × 2 = 10
Answer: 5 × 2 = 10,
Explanation: Given __ × 2 = 10, Let us take missing number as ×, So 5 × 2 = 10, means x = 10 ÷ 2 = 5, therefore 5 × 2 = 10.
Question 22. __ × 2 = 12
Explanation: Given __ × 2 = 12, Let us take missing number as x, So 6 × 2 = 12, means x = 12 ÷ 2 = 6, therefore 6 × 2 = 12.
Question 23. __ × 2 = 20
Explanation: Given __ × 2 = 20, Let us take missing number as x, So x × 2 = 20, means x = 20 ÷ 2 = 10, therefore 10 × 2 = 20.
Question 24. __ × 2 = 4
Answer: 2 × 2 = 4,
Explanation: Given __ × 2 = 4, Let us take missing number as x, So x × 2 = 4, means x = 4 ÷ 2 = 2, therefore 2 × 2 = 4.
Question 25. __ × 2 = 6
Answer: 3 × 2 = 6,
Explanation: Given __ × 2 = 6, Let us take missing number as x, So x × 2 = 6, means x = 6 ÷ 2 = 3, therefore 3 × 2 = 6.
Question 26. 20 ÷ 2 =
Question 27. 10 ÷ 2 =
Question 28. 2 ÷ 1 =
Question 29. 4 ÷ 2 =
Question 30. 6 ÷ 2 =
Answer: 6 ÷ 2 = 3,
Explanation: Given 6 ÷ 2 we divide 6 by 2, we get 3 as 6 ÷ 2 = 3.
Question 31. __ × 2 = 12
Explanation: Given __ × 2 = 12, Let us take missing number as x, So x × 2 = 12, means x = 12 ÷ 2 = 6, therefore 6 × 2 = 12.
Question 32. __ × 2 = 14
Answer: 7 × 2 = 14,
Explanation: Given __ × 2 = 14, Let us take missing number as x, So x × 2 = 14, means x = 14 ÷ 2 = 7, therefore 7 × 2 = 14.
Question 33. __ × 2 = 18
Explanation: Given __ × 2 = 18, Let us take missing number as x, So x × 2 = 18, means x = 18 ÷ 2 = 9, therefore 9 × 2 = 18.
Question 34. __ × 2 = 16
Explanation: Given __ × 2 = 16, Let us take missing number as x, So x × 2 = 16, means x = 16 ÷ 2 = 8, therefore 8 × 2 = 16.
Question 35. 14 ÷ 2 =
Answer: 14 ÷ 2 = 7,
Question 36. 18 ÷ 2 =
Question 37. 12 ÷ 2 =
Question 38. 16 ÷ 2 =
Answer: 16 ÷ 2 = 8,
Question 39. 11 × 2 =
Answer: 11 × 2 = 22,
Explanation: Given 11 × 2 we multiply 11 with 2, we get 22 as 11 × 2 = 22.
Question 40. 22 ÷ 2 = 22 ÷ 2 = 11,
Explanation: Given 22 ÷ 2 we divide 22 by 2, we get 11 as 22 ÷ 2 = 11.
Question 41. 12 × 2 =
Answer: 12 × 2 = 24,
Explanation: Given 12 × 2 we multiply 12 with 2, we get 24 as 12 × 2 = 24.
Question 42. 24 ÷ 2 =
Answer: 24 ÷ 2 = 12,
Explanation: Given 24 ÷ 2 we divide 24 by 2, we get 12 as 24 ÷ 2 = 12.
Question 43. 14 × 2 =
Answer: 14 × 2 = 28,
Explanation: Given 14 × 2 we multiply 14 with 2, we get 28 as 14 × 2 = 28.
Question 44. 28 ÷ 2 =
Answer: 28 ÷ 2 = 14,
Explanation: Given 28 ÷ 2 we divide 28 by 2, we get 14 as 28 ÷ 2 = 14.
Question 1. 1 × 2 =
Question 2. 2 × 2 =
Question 3. 3 × 2 =
Question 4. 4 × 2 =
Question 5. 5 × 2 =
Explanation: Given 5 × 2 we multiply 5 with 2, we get 10 as 5 × 2 = 10.
Question 6. 6 ÷ 2 =
Question 7. 4 ÷ 2 =
Question 8. 8 ÷ 2 =
Question 10. 10 ÷ 2 =
Question 11. 10 × 2 =
Question 12. 6 × 2 =
Question 13. 7 × 2 =
Explanation: Given 7 × 2 we multiply 7 with 2, we get 14 as 7 × 2 = 14.
Question 14. 8 × 2 =
Question 15. 9 × 2 =
Question 16. 14 ÷ 2 =
Question 17. 12 ÷ 2 =
Question 18. 16 ÷ 2 =
Question 19. 20 ÷ 2 =
Question 20. 18 ÷ 2 =
Question 21. __ × 2 = 12
Question 22. __ × 2 = 10
Explanation: Given __ × 2 = 10, Let us take missing number as x, So x × 2 = 10, means x = 10 ÷ 2 = 5, therefore 5 × 2 = 10.
Question 23. __ × 2 = 4
Question 24. __ × 2 = 20
Answer: 10 X× 2 = 20,
Question 26. 4 ÷ 2 =
Question 27. 2 ÷ 1 =
Question 28. 20 ÷ 2 =
Question 29. 10 ÷ 2 =
Question 32. __ × 2 = 16
Explanation: Given __ X 2 = 16, Let us take missing number as x, So x × 2 = 16, means x = 16 ÷ 2 = 8, therefore 8 × 2 = 16.
Question 34. __ × 2 = 14
Question 35. 16 ÷ 2 =
Question 38. 14 ÷ 2 =
Question 40. 22 ÷ 2 =
Answer: 22 ÷ 2 = 11,
Question 43. 13 × 2 =
Answer: 13 × 2 = 26,
Explanation: Given 13 × 2 we multiply 13 with 2, we get 23 as 13 × 2 = 26.
Question 44. 26 ÷ 2 =
Answer: 26 ÷ 2 = 13,
Explanation: Given 26 ÷ 2 we divide 26 by 2, we get 26 as 26 ÷ 2 = 13.
Eureka Math Grade 3 Module 1 Lesson 13 Problem Set Answer Key
Explanation: Filled the blanks to make true number sentences as 1 × 3 = 3, 3 ÷ 3 = 1, 2 × 3 = 6, 6 ÷ 3 = 2, 3 × 3 = 9, 9 ÷ 3 = 3, 4 × 3 = 12, 12 ÷ 3 = 4, 5 × 3 = 15, 15 ÷ 3 = 5, 6 × 3 = 18, 18 ÷ 3 = 6, 7 × 3 = 21, 21 ÷ 3 = 7, 8 ×3 = 24, 24 ÷ 3 = 8, 9 × 3 = 27, 27 ÷ 3 = 9, 10 × 3 = 30, 30 ÷ 3 = 10.
Question 2. Mr. Lawton picks tomatoes from his garden. He divides the tomatoes into bags of 3.
Explanation: Given Mr. Lawton picks tomatoes from his garden. He divides the tomatoes into bags of 3. a. Circled and showed number of bags he packs as 12 ÷ 3 = 4 bags, Then, skipped-count and showed the total number of tomatoes are 4 × 3 = 12.
b. Draw and label a tape diagram to represent the problem. ____12____ ÷ 3 = ___4 bags__________ Mr. Lawton packs ___4____ bags of tomatoes.
Question 3. Camille buys a sheet of stamps that measures 15 centimeters long. Each stamp is 3 centimeters long. How many stamps does Camille buy? Draw and label a tape diagram to solve. Camille buys ____5_____ stamps.
Question 4. Thirty third-graders go on a field trip. They are equally divided into 3 vans. How many students are in each van?
Answer: In each van there are 11 students,
Explanation: Given thirty third-graders go on a field trip and they are equally divided into 3 vans. So number of students in each van are 33 ÷ 3 = 11, Therefore in each van there are 11 students.
Question 5. Some friends spend $24 altogether on frozen yogurt. Each person pays $3. How many people buy frozen yogurt?
Answer: 8 people buy’s frozen yogurt,
Explanation: Given some friends spend $24 altogether on frozen yogurt and each person pays $3, So number of people buy’s frozen yogurt is $24 ÷ $3 = 8, Therefore 8 people buy’s frozen yogurt.
Eureka Math Grade 3 Module 1 Lesson 13 Exit Ticket Answer Key
Question 1. Andrea has 21 apple slices. She uses 3 apple slices to decorate 1 pie. How many pies does Andrea make? Draw and label a tape diagram to solve.
Question 2. There are 24 soccer players on the field. They form 3 equal teams. How many players are on each team?
Answer: Number of players in each team are 8,
Explanation: Given there are 24 soccer players on the field and they form 3 equal teams, So number of players in each team are 24 ÷ 3 = 8 players.
Eureka Math Grade 3 Module 1 Lesson 13 Homework Answer Key
Question 2. Ms. Gillette’s pet fish are shown below. She keeps 3 fish in each tank.
b. Draw and label a tape diagram to represent the problem. _____15______ ÷ 3 = ____5______ Ms. Gillette has ___5____ fish tanks.
Question 3. Juan buys 18 meters of wire. He cuts the wire into pieces that are each 3 meters long. How many pieces of wire does he cut?
Answer: Juan cuts 6 pieces of wire.
Explanation: Given Juan buys 18 meters of wire and he cuts the wire into pieces that are each 3 meters long So number of pieces of wire he cuts is 18 ÷ 3 = 6 pieces.
Question 4. A teacher has 24 pencils. They are divided equally among 3 students. How many pencils does each student get?
Answer: Each student will get 8 pencils,
Explanation: Given a teacher has 24 pencils and they are divided equally among 3 students, So number of pencils each student gets is 24 ÷ 3 = 8 pencils.
Question 5. There are 27 third-graders working in groups of 3. How many groups of third-graders are there?
Answer: There are 9 groups of third-graders working,
Explanation: Given there are 27 third-graders working in groups of 3, So, the number of groups of third-graders working are 27 ÷ 3 = 9 groups.
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You can find the link for the pages on the EngageNY website here:https://www.engageny.org/resource/grade-3-mathematics-module-1I used the full module PDF.
1Note that not all lessons in this module include templates.
Eureka Math Grade 3 Module 1 Lesson 18 Sprint Answer Key A Add or Subtract Using 5
55K views 9 years ago Eureka Math Grade 3 Module 1 EngageNY/Eureka Math Grade 3 Module 1 Lesson 18 For more Eureka Math (EngageNY) videos and other resources, please visit http://EMBARC.online ...more
Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10 Eureka Essentials: Grade 3
2not show the groups are not equal. Two 3 × because1of the. tain objects, but the 2 other only has object. Lesson 1: ultiplication.1eureka-math.orgG3-M1-HWH-1. to answer the questions. The hearts are arranged in 5an array, nd I know that a row in an arr. goes straight acros. There are 4 rows in this.
Downloadable Resources. Grade 3. Teacher Editions. Application Problems. Problem Sets and Homework [ English ] [ Spanish (Coming later) ] Sprints and Exit Tickets [ English ] [ Spanish (Coming later) ] Parent Tip Sheets (from GreatMinds) Newsletters in Spanish.
Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10 A STORY OF UNITS
Grade 3 Unit 1 Module 1 Practice Pages for Math at Home The Bridges Second Edition Module Packets, available from the Home Learning Resources page of the Bridges Educator Site, are designed to provide a review of math topics that were covered in class prior to school closures. They are meant for teachers to send home, so students can continue to engage with key grade-level skills. The material ...
Grade 3 Unit 3 Module 1 Practice Pages for Math at Home The Bridges Second Edition Module Packets, available from the Home Learning Resources page of the Bridges Educator Site, are designed to provide a review of math topics that were covered in class prior to school closures. They are meant for teachers to send home, so students can continue to engage with key grade-level skills. The material ...
Fractions as Numbers on the Number Line. Eureka Essentials: Grade 3. An outline of learning goals, key ideas, pacing suggestions, and more! Fluency Games. Downloadable Resources. Teacher editions, student materials, application problems, sprints, etc. Application Problems.
lesson 18 homework module 3 grade 3 Bresnahan Math 20.9K subscribers Subscribed 215 27K views 6 years ago Here is a link to the source for the pages, the "full module" PDF: https://www.engageny ...
EngageNY math 3th grade, grade 3 Eureka, worksheets, Multiplication, division and factors, time measurement and problem solving, Concepts of Area Measurement, Arithmetic Properties Using Area Models, unit factions, equivalent fractions, Generate and Analyze Measurement Data, Problem Solving with Perimeter and Area, videos and activities that are suitable for Common Core Math for grade 3, with ...
Eureka Math Downloadable Files. Use this link to download Teacher Editions, Student Editions, Application Problems, Exit Tickets, Sprints, and Materials Lists for any (or all) of the modules. PUSD teachers, share your extra ideas here in the "Share the Wealth" folder.
This section includes helpful information about assessments, including where to locate answer keys for module problem and homework sets as well as the location of sample questions for state assessments that are released to the public.
Engage NY Eureka Math 3rd Grade Module 3 Lesson 18 Answer Key Grade 3 Eureka Math Answer Key is provided by subject experts as per the Common Core curriculum. Grade 3 Eureka Math Solutions provided educates the primary school Kids on all Math concepts of the chapter efficiently.
Multiplication and Division with Units of 0, 1, 6-9, and Multiples of 10. An outline of learning goals, key ideas, pacing suggestions, and more! Files for printing or for projecting on the screen. Application Problems with space for student work and TTS QR Codes.
Eureka Math Grade 3 Module 1 Lesson 9 Problem Set Answer Key. Question 1. The team organizes soccer balls into 2 rows of 5. The coach adds 3 rows of 5 soccer balls. Complete the equations to describe the total array. Explanation: Given the team organizes soccer balls into 2 rows of 5 as. 2 × 5 = 10 and the coach adds 3 rows of 5 soccer balls as.
Eureka Math Grade 3 Module 1 Lesson 3 (updated) Duane Habecker • 83K views • 7 years ago 4
Find videos, mobile apps, worksheets, answers, and lessons that supplement HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 3, ISBN: 9780547587851.
EMBARC.Online. Courses. Grade 3. A 3rd grade resource for teachers using Eureka Math and EngageNY. Grade 3 General Resources. A 3rd grade resource for teachers using Eureka Math (EngageNY). G3M1: Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10. A 3rd grade resource for teachers using Eureka Math (EngageNY).
Eureka Math Grade 3 Module 5 Lesson 18 Homework Answer Key. Place the two fractions on the number line. Circle the fraction with the distance closest to 0. Then, compare using >, <, or =. Question 1. Answer: Explanation : Number line is divided into 3 parts as the denominator of the numbers is 3 .
Eureka Math Grade 3 Module 1 Lesson 13 Sprint Answer Key. Answer: Question 1. we get 4 as 2 × 2 = 4. Question 2. we get 6 as 3 × 2 = 6. Question 3. we get 8 as 4 × 2 = 8.