This document appears to be a series of math worksheets for third grade students. It includes examples and practice problems for concepts like trade-first subtraction, number stories, multiplying with larger factors, and number sentences with parentheses. The worksheets provide scaffolding for students by including diagrams, examples, and opportunities for students to show their work and thinking. The expectation is for students to use various math strategies to solve multi-step word problems and number sentences.
This document appears to be a series of math worksheets for third grade students. It includes examples and practice problems for concepts like trade-first subtraction, number stories, multiplying with larger factors, and number sentences with parentheses. The worksheets provide scaffolding for students by including diagrams, examples, and opportunities for students to show their work and thinking. The expectation is for students to use various math strategies to solve multi-step word problems and number sentences.
This document appears to be a series of math worksheets for third grade students. It includes examples and practice problems for concepts like trade-first subtraction, number stories, multiplying with larger factors, and number sentences with parentheses. The worksheets provide scaffolding for students by including diagrams, examples, and opportunities for students to show their work and thinking. The expectation is for students to use various math strategies to solve multi-step word problems and number sentences.
This document appears to be a series of math worksheets for third grade students. It includes examples and practice problems for concepts like trade-first subtraction, number stories, multiplying with larger factors, and number sentences with parentheses. The worksheets provide scaffolding for students by including diagrams, examples, and opportunities for students to show their work and thinking. The expectation is for students to use various math strategies to solve multi-step word problems and number sentences.
PDF-Pass Vendor: MPS Grade: 3 Lesson 6-6 More Number Stories DATE TIME
For each number story:
• Complete the diagram. Use a letter to represent the unknown amount. • Write a number model. • Solve the number story. You may draw a picture to help. • Write your answer with the unit. Think: Does my answer make sense?
1 Adele has 50 stickers to put into 5 gift bags. She wants the same number of stickers in each bag. How many stickers should she put in each bag? Letter and what it represents:
gift bags stickers per gift bag stickers in all
(number model with letter)
Answer: (unit)
2 There are 48 third graders. The gym teacher groups them into teams of 6. How many teams are there? Letter and what it represents:
teams third graders per team third graders in all
(number model with letter)
Answer: (unit)
200 two hundred
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 574.
PDF-Pass Vendor: MPS Grade: 3 Lesson 6-6 More Number Stories (continued) DATE TIME
For Problems 3 and 4, fill in the diagrams to help organize the information from the stories.
3 There are 7 boxes of golf balls. Each box has the same number of balls. There are 63 total golf balls. How many golf balls are in each box? Letter and what it represents:
per in all
(number model with letter)
Answer: (unit)
Try This 4 A package of notebook paper contains 80 sheets of paper. Your teacher has 4 packages of paper. How many sheets of paper does your teacher have? Letter and what it represents:
per in all
(number model with letter)
Answer: (unit)
two hundred one 201
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 574.
PDF-Pass Vendor: MPS Grade: 3 More Multiplying Lesson 6-7
with Larger Factors
DATE TIME
Solve. Use pictures, words, or numbers to show your strategies.
Look at the Fact Strategy Wall for help.
1 6 × 15 = 2 12 × 3 =
3 = 11 × 4 4 14 × 5 =
5 = 16 × 7 6 = 17 × 4
Try This 7 Keisha is buying fabric to make costumes for the school play. She needs at least 50 square yards. She has a 4-yard by 12-yard piece of fabric. Does she have enough fabric?
Show your thinking.
204 two hundred four
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 580.
PDF-Pass Vendor: MPS Grade: 3 Lesson 6-10 Order of Operations DATE TIME
Use the order of operations to solve each number sentence below. Show your work. To check your work, use a calculator that follows the order of operations.
Rules for the Order of Operations
1. Do operations inside parentheses first. Follow rules 2 and 3 when computing inside parentheses. 2. Then multiply or divide, in order, from left to right. 3. Finally add or subtract, in order, from left to right.
1 = 11 - 3 × 3 2 15 ÷ 3 + 2 =
3 = 20 ÷ 5 × 2 4 6+4÷2=
Try This 5 Circle the answer that makes the number sentence true. 2 × (4 + 3 × 2) = ? a. 28 b. 20 c. 14 Explain to a partner why you picked your answer.
212 two hundred twelve
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 602.
PDF-Pass Vendor: MPS Grade: 3 Number Models for Lesson 6-11
Multistep Problems DATE TIME
For each problem:
• Write a number model. Use a letter for the unknown. You may draw a diagram. Quantity Total
Change Quantity Start End per in all Part Part
, , Difference , or • Solve the problem. Show your work. • Check that the answer makes your number model true. Write a summary number model. 1 Ronald bought 2 packs of crackers. There are 5 crackers in each pack. He ate some crackers. Now Ronald has 7 crackers. How many crackers did he eat? Letter and what it represents: for
(number model with letter)
Answer: crackers.
(number model with answer)
2 Leila bought 3 bags of fruit. Each bag has 4 oranges and 6 apples. How many pieces of fruit did Leila buy all together? Letter and what it represents: for
(number model with letter)
Answer: pieces of fruit
(number model with answer)
two hundred fifteen 215
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 611.
