grade_3_module_7

A Story of Units®
Eureka Math™
Grade 3, Module 7
Student File_A
Contains copy-ready classwork and homework
as well as templates (including cut outs)
Published by the non-profit Great Minds.

Copyright © 2015 Great Minds. No part of this work may be reproduced, sold, or commercialized, in
whole or in part, without written permission from Great Minds. Non-commercial use is licensed pursuant
to a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 license; for more information, go to
http://greatminds.net/maps/math/copyright. “Great Minds” and “Eureka Math” are registered trademarks
of Great Minds.
Printed in the U.S.A.
This book may be purchased from the publisher at eureka-math.org
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A STORY OF UNITS Lesson 1 Problem Set 3
Name Date
Lena’s family visits Little Tree Apple Orchard. Use the RDW process to solve the problems about Lena’s visit
to the orchard. Use a letter to represent the unknown in each problem.
1. The sign below shows information about hayrides at the orchard.
Hayrides
Adult ticket . . . . . . . . . $7
Child ticket . . . . . . . . . $4
Leaves every 15 minutes starting at 11:00.
a. Lena’s family buys 2 adult tickets and 2 child tickets for the hayride. How much does it cost Lena’s
family to go on the hayride?
b. Lena’s mom pays for the tickets with $5 bills. She receives $3 in change. How many $5 bills does
Lena’s mom use to pay for the hayride?
c. Lena’s family wants to go on the fourth hayride of the day. It’s 11:38 now. How many minutes do
they have to wait for the fourth hayride?
Lesson 1: Solve word problems in varied contexts using a letter to represent the 1
unknown.
©2015 Great Minds. eureka-math.org

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2. Lena picked 17 apples, and her brother picked 19. Lena’s mom has a pie recipe that requires 9 apples.
How many pies can Mom make with the apples that Lena and her brother picked?
3. Lena’s dad gives the cashier $30 to pay for 6 liters of apple cider. The cashier gives him $6 in change.
How much does each liter of apple cider cost?
4. The apple orchard has 152 apple trees. There are 88 trees with red apples. The rest of the trees have
green apples. How many more trees have red apples than green apples?
unknown.

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A STORY OF UNITS Lesson 1 Homework 3 7
Name Date
Max’s family takes the train to visit the city zoo. Use the RDW process to solve the problems about Max’s trip
to the zoo. Use a letter to represent the unknown in each problem.
1. The sign below shows information about the train schedule into the city.
Train Fare–One Way
Adult……………………..…..$8
Child…………………………..$6
Leaves every 15 minutes starting

at 6:00 a.m.
a. Max’s family buys 2 adult tickets and 3 child tickets. How much does it cost Max’s family to take the
train into the city?
b. Max’s father pays for the tickets with $10 bills. He receives $6 in change. How many $10 bills does
Max’s father use to pay for the train tickets?
c. Max’s family wants to take the fourth train of the day. It’s 6:38 a.m. now. How many minutes do
they have to wait for the fourth train?
unknown.

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2. At the city zoo, they see 17 young bats and 19 adult bats. The bats are placed equally into 4 areas. How
many bats are in each area?
3. Max’s father gives the cashier $20 to pay for 6 water bottles. The cashier gives him $8 in change. How
much does each water bottle cost?
4. The zoo has 112 types of reptiles and amphibians in their exhibits. There are 72 types of reptiles, and the
rest are amphibians. How many more types of reptiles are there than amphibians in the exhibits?
unknown.

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A STORY OF UNITS Lesson 2 Problem Set 3 7
Name Date
Use the RDW process to solve. Use a letter to represent the unknown in each problem.
1. Leanne needs 120 tiles for an art project. She has 56 tiles. If tiles are sold in boxes of 8, how many more
boxes of tiles does Leanne need to buy?
2. Gwen pours 236 milliliters of water into Ravi’s beaker. Henry pours 189 milliliters of water into Ravi’s
beaker. Ravi’s beaker now contains 800 milliliters of water. How much water was in Ravi’s beaker to
begin with?
3. Maude hung 3 pictures on her wall. Each picture measures 8 inches by 10 inches. What is the total area
of the wall covered by the pictures?
unknown.

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4. Kami scored a total of 21 points during her basketball game. She made 6 two-point shots, and the rest
were three-point shots. How many three-point shots did Kami make?
5. An orange weighs 198 grams. A kiwi weighs 85 grams less than the orange. What is the total weight of
the fruit?
6. The total amount of rain that fell in New York City in two years was 282 centimeters. In the first year,
185 centimeters of rain fell. How many more centimeters of rain fell in the first year than in the second
year?
unknown.

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Name Date
Use the RDW process to solve. Use a letter to represent the unknown in each problem.
1. A box containing 3 small bags of flour weighs 950 grams. Each bag of flour weighs 300 grams. How much
does the empty box weigh?
2. Mr. Cullen needs 91 carpet squares. He has 49 carpet squares. If the squares are sold in boxes of 6, how
many more boxes of carpet squares does Mr. Cullen need to buy?
3. Erica makes a banner using 4 sheets of paper. Each paper measures 9 inches by 10 inches. What is the
total area of Erica’s banner?
unknown.

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4. Monica scored 32 points for her team at the Science Bowl. She got 5 four-point questions correct, and
the rest of her points came from answering three-point questions. How many three-point questions did
she get correct?
5. Kim’s black kitten weighs 175 grams. Her gray kitten weighs 43 grams less than the black kitten. What is
the total weight of the two kittens?
6. Cassias and Javier’s combined height is 267 centimeters. Cassias is 128 centimeters tall. How much taller
is Javier than Cassias?
unknown.

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Name Date
Use the RDW process to solve the problems below. Use a letter to represent the unknown in each problem.
When you are finished, share your solutions with a partner. Discuss and compare your strategies with your
partner’s strategies.
1. Monica measures 91 milliliters of water into 9 tiny beakers. She measures an equal amount of water into
the first 8 beakers. She pours the remaining water into the ninth beaker. It measures 19 milliliters. How
many milliliters of water are in each of the first 8 beakers?
2. Matthew and his dad put up 8 six-foot lengths of fence on Monday and 9 six-foot lengths on Tuesday.
What is the total length of the fence?
3. The total weight of Laura’s new pencils is 112 grams. One pencil rolls off the scale. Now the scale reads
105 grams. What is the total weight of 7 new pencils?
Lesson 3: Share and critique peer solution strategies to varied word problems 9

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4. Mrs. Ford’s math class starts at 8:15. They do 3 fluency activities that each last 4 minutes. Just when
they finish all of the fluency activities, the fire alarm goes off. When they return to the room after the
drill, it is 8:46. How many minutes did the fire drill last?
5. On Saturday, the baker bought a total of 150 pounds of flour in five-pound bags. By Tuesday, he had
115 pounds of flour left. How many five-pound bags of flour did the baker use?
6. Fred cut an 84-centimeter rope into 2 parts and gave his sister 1 part. Fred’s part is 56 centimeters long.
His sister cut her rope into 4 equal pieces. How long is 1 of his sister’s pieces of rope?

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Name Date
Use the RDW process to solve the problems below. Use a letter to represent the unknown in each problem.
1. Jerry pours 86 milliliters of water into 8 tiny beakers. He measures an equal amount of water into the
first 7 beakers. He pours the remaining water into the eighth beaker. It measures 16 milliliters. How
many milliliters of water are in each of the first 7 beakers?
2. Mr. Chavez’s third graders go to gym class at 11:15. Students rotate through three activities for
8 minutes each. Lunch begins at 12:00. How many minutes are there between the end of gym activities
and the beginning of lunch?
3. A box contains 100 pens. In each box there are 38 black pens and 42 blue pens. The rest are green pens.
Mr. Cane buys 6 boxes of pens. How many green pens does he have in total?

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4. Greg has $56. Tom has $17 more than Greg. Jason has $8 less than Tom.
a. How much money does Jason have?
b. How much money do the 3 boys have in total?
5. Laura cuts 64 inches of ribbon into two parts and gives her mom one part. Laura’s part is 28 inches long.
Her mom cuts her ribbon into 6 equal pieces. How long is one of her mom’s pieces of ribbon?

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A STORY OF UNITS Lesson 3 Template 3 7
Student A
Student B
student work samples

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Student C
student work samples

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Name Date
1. Cut out all the polygons (A–L) in the Template. Then, use the polygons to complete the following chart.
Attribute Write the letters of the polygons in Sketch 1 polygon from the group.
this group.
Example:
Polygons: Y, Z
3 Sides
4 Sides Polygons:
At Least 1 Set of Polygons:

Parallel Sides
2 Sets of Parallel Polygons:

Sides
4 Right Angles Polygons:
4 Right Angles and Polygons:

4 Equal Sides
Lesson 4: Compare and classify quadrilaterals. 15

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2. Write the letters of the polygons that are quadrilaterals. Explain how you know these polygons are
quadrilaterals.
3. Sketch a polygon below from the group that has 2 sets of parallel sides. Trace 1 pair of parallel sides red.
Trace the other pair of parallel sides blue. What makes parallel sides different from sides that are not
parallel?
4. Draw a diagonal line from one corner to the opposite corner of each polygon you drew in the chart using
a straightedge. What new polygon(s) did you make by drawing the diagonal lines?

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Name Date
1. Complete the chart by answering true or false.
Attribute Polygon True or False
Example:
True
3 Sides
4 Sides
2 Sets of Parallel Sides
4 Right Angles
Quadrilateral

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2. a. Each quadrilateral below has at least 1 set of parallel sides. Trace each set of parallel sides with a
colored pencil.
b. Using a straightedge, sketch a different quadrilateral with at least 1 set of parallel sides.

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Name Date
1. Cut out all the polygons (M–X) in the Template. Then, use the polygons to complete the following chart.
Attribute List polygons’ letters for each group. Sketch 1 polygon from the group.
Example:
3 Sides Polygons: Y, Z
All Sides Are Polygons:

Equal
All Sides Are Polygons:

Not Equal
At Least 1 Polygons:
Right Angle
At Least 1 Set of Polygons:

Parallel Sides
Lesson 5: Compare and classify other polygons. 19

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2. Compare Polygon M and Polygon X. What is the same? What is different?
3. Jenny says, “Polygon N, Polygon R, and Polygon S are all regular quadrilaterals!” Is she correct? Why or
why not?
4. “I have six equal sides and six equal angles. I have three sets of parallel lines. I have no right angles.”
a. Write the letter and the name of the polygon described above.
b. Estimate to draw the same type of polygon as in part (a), but with no equal sides.

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A STORY OF UNITS Lesson 5 Homework 3
Name Date
1. Match the polygons with their appropriate clouds. A polygon can match to more than 1 cloud.
All sides are equal. At least 1 right angle

At least 1 set of
All sides are not equal. parallel sides
hexagon
square
rectangle
pentagon
regular
octagon
decagon

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2. The two polygons below are regular polygons. How are these polygons the same? How are they
different?
3. Lucia drew the polygons below. Are any of the polygons she drew regular polygons? Explain how you
know.

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Name Date
Use a ruler and a right angle tool to help you draw the figures with the attributes given below.
1. Draw a triangle with 1 right angle.
2. Draw a quadrilateral with 4 right angles and sides that are all 2 inches long.
3. Draw a quadrilateral with at least 1 set of parallel sides. Trace the parallel sides green.
Lesson 6: Draw polygons with specified attributes to solve problems. 23

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4. Draw a pentagon with at least 2 equal sides. Label the 2 equal side lengths of your shape.
5. Draw a hexagon with at least 2 equal sides. Label the 2 equal side lengths of your shape.
6. Sam says that he drew a polygon with 2 sides and 2 angles. Can Sam be correct? Use pictures to help you
explain your answer.

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Name Date
Use a ruler and a right angle tool to help you draw the figures with the given attributes below.
1. Draw a triangle that has no right angles.
2. Draw a quadrilateral that has at least 2 right angles.
3. Draw a quadrilateral with 2 equal sides. Label the 2 equal side lengths of your shape.

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4. Draw a hexagon with at least 2 equal sides. Label the 2 equal side lengths of your shape.
5. Draw a pentagon with at least 2 equal sides. Label the 2 equal side lengths of your shape.
6. Cristina describes her shape. She says it has 3 equal sides that are each 4 centimeters in length. It has no
right angles. Do your best to draw Cristina’s shape, and label the side lengths.

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Name Date
1. Use tetrominoes to create at least two different rectangles. Then, color the grid below to show how you
created your rectangles. You may use the same tetromino more than once.
2. Use tetrominoes to create at least two squares, each with an area of 36 square units. Then, color the grid
below to show how you created your squares. You may use the same tetromino more than once.
a. Write an equation to show the area of a square above as the sum of the areas of the tetrominoes you
used to make the square.
b. Write an equation to show the area of a square above as the product of its side lengths.
Lesson 7: Reason about composing and decomposing polygons using 27

tetrominoes.

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3. a. Use tetrominoes to create at least two different rectangles, each with an area of 12 square units.
Then, color the grid below to show how you created the rectangles. You may use the same tetromino
more than once.
b. Explain how you know the area of each rectangle is 12 square units.
4. Marco created a rectangle with tetrominoes and traced its outline in the space below. Use tetrominoes
to re-create it. Estimate to draw lines inside the rectangle below to show how you re-created Marco’s
rectangle.

tetrominoes.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Color tetrominoes on the grid to create three different rectangles. You may use the same tetromino
more than once.
Tetrominoes

tetrominoes.

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2. Color tetrominoes on the grid below to:
a. Create a square with an area of 16 square

units.
b. Create at least two different rectangles,
each with an area of 24 square units.
You may use the same tetromino more than once. Tetrominoes
3. Explain how you know the rectangles you created in Problem 2(b) have the correct area.

tetrominoes.

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Name Date
1. Fold and cut the square on the diagonal. Draw and label your 2 new shapes below.
2. Fold and cut one of the triangles in half. Draw and label your 2 new shapes below.
3. Fold twice, and cut your large triangle. Draw and label your 2 new shapes below.
4. Fold and cut your trapezoid in half. Draw and label your 2 new shapes below.
Lesson 8: Create a tangram puzzle and observe relationships among the shapes. 31

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5. Fold and cut one of your trapezoids. Draw and label your 2 new shapes below.
6. Fold and cut your second trapezoid. Draw and label your 2 new shapes below.
7. Reconstruct the original square using the seven shapes.
a. Draw lines inside the square below to show how the shapes go together to form the square. The first
one has been done for you.
b. Describe the process of forming the square. What was easy, and what was challenging?

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Name Date
1. Draw a line to divide the square below into 2 equal triangles.
2. Draw a line to divide the triangle below into 2 equal, smaller triangles.
3. Draw a line to divide the trapezoid below into 2 equal trapezoids.

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4. Draw 2 lines to divide the quadrilateral below into 4 equal triangles.
5. Draw 4 lines to divide the square below into 8 equal triangles.
6. Describe the steps you took to divide the square in Problem 5 into 8 equal triangles.

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Name Date
1. Use at least two tangram pieces to make and draw two of each of the following shapes. Draw lines to
show where the tangram pieces meet.
a. A rectangle that does not have all equal sides.
b. A triangle.
c. A parallelogram.
d. A trapezoid.
Lesson 9: Reason about composing and decomposing polygons using tangrams. 35

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2. Use your two smallest triangles to create a square, a parallelogram, and a triangle. Show how you
created them below.
3. Create your own shape on a separate sheet of paper using all seven pieces. Describe its attributes below.
4. Trade your outline with a partner to see if you can re-create her shape using your tangram pieces. Reflect
on your experience below. What was easy? What was challenging?

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Use at least two tangram pieces to make and draw each of the following shapes. Draw lines to show
where the tangram pieces meet.
a. A triangle.
b. A square.
c. A parallelogram.
d. A trapezoid.

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2. Use your tangram pieces to create the cat below. Draw lines to show where the tangram pieces meet.
3. Use the five smallest tangram pieces to make a square. Sketch your square below, and draw lines to
show where the tangram pieces meet.

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Name Date
1. Use a 2-inch square to answer the questions below.

a. Trace the square in the space below with a red crayon.
b. Trace the new shape you made with the square in the space below with a red crayon.
c. Which shape has a greater perimeter? How do you know?
d. Color the inside of the shapes in Problem 1 (a) and (b) with a blue crayon.
Lesson 10: Decompose quadrilaterals to understand perimeter as the boundary 39

of a shape.

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e. Which color represents the perimeters of the shapes? How do you know?
f. What does the other color represent? How do you know?
g. Which shape has a greater area? How do you know?
2. a. Outline the perimeter of the shapes below with a red crayon.
b. Explain how you know you outlined the perimeters of the shapes above.
3. Outline the perimeter of this piece of paper with a highlighter.

of a shape.

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Name Date
1. Trace the perimeter of the shapes below.
a. Explain how you know you traced the perimeters of the shapes above.
b. Explain how you could use a string to figure out which shape above has the greatest perimeter.

of a shape.

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2. Draw a rectangle on the grid below.
a. Trace the perimeter of the rectangle.

b. Shade the area of the rectangle.
c. How is the perimeter of the rectangle different from the area of the rectangle?
3. Maya draws the shape shown below. Noah colors the inside of Maya’s shape as shown. Noah says he
colored the perimeter of Maya’s shape. Maya says Noah colored the area of her shape. Who is right?
Explain your answer.

of a shape.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Follow the directions below using the shape you created yesterday.
a. Tessellate your shape on a blank piece of paper.
b. Color your tessellation to create a pattern.
c. Outline the perimeter of your tessellation with a highlighter.
d. Use a string to measure the perimeter of your tessellation.
2. Compare the perimeter of your tessellation to a partner’s. Whose tessellation has a greater perimeter?
How do you know?
3. How could you increase the perimeter of your tessellation?
4. How would overlapping your shape when you tessellated change the perimeter of your tessellation?
Lesson 11: Tessellate to understand perimeter as the boundary of a shape. 43

(Optional.)

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Name Date
1. Samson tessellates regular hexagons to make the shape below.
a. Outline the perimeter of Samson’s new shape with a highlighter.
b. Explain how Samson could use a string to measure the perimeter of his new shape.
c. How many sides does his new shape have?
d. Shade in the area of his new shape with a colored pencil.
2. Estimate to draw at least four copies of the given triangle to make a new shape, without gaps or overlaps.
Outline the perimeter of your new shape with a highlighter. Shade in the area with a colored pencil.

(Optional.)

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3. The marks on the strings below show the perimeters of Shyla’s and Frank’s shapes. Whose shape has a
greater perimeter? How do you know?
Shyla’s String:
Frank’s String:
4. India and Theo use the same shape to create the tessellations shown below.
India’s Tessellation Theo’s Tessellation
a. Estimate to draw the shape India and Theo used to make their tessellations.
b. Theo says both tessellations have the same perimeter. Do you think Theo is right? Why or why not?

(Optional.)

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Name Date
1. Measure and label the side lengths of the shapes below in centimeters. Then, find the perimeter of each
shape.
a. b.
Perimeter = _____cm +_____cm +_____cm +_____cm Perimeter = _____________________
= _______ cm = _______ cm
c.
d.
Perimeter = _____________________
= _______ cm
Perimeter = _____________________
= _______ cm
e.
Perimeter = _____________________
= _______ cm
Lesson 12: Measure side lengths in whole number units to determine the 46
perimeter of polygons.

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2. Carson draws two triangles to create the new shape shown below. Use a ruler to find the side lengths of
Carson’s shape in centimeters. Then, find the perimeter.
3. Hugh and Daisy draw the shapes shown below. Measure and label the side lengths in centimeters.
Whose shape has a greater perimeter? How do you know?
Hugh’s Shape
Daisy’s Shape
4. Andrea measures one side length of the square below and says she can find the perimeter with that
measurement. Explain Andrea’s thinking. Then, find the perimeter in centimeters.

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Name Date
1. Measure and label the side lengths of the shapes below in centimeters. Then, find the perimeter of each
shape.
a. b.
Perimeter = _____cm +_____cm +_____cm

Perimeter = _____________________
= _______ cm
= _______ cm
c. d.
Perimeter = _____________________
Perimeter = _____________________
= _______ cm
= _______ cm
e.
Perimeter = _____________________
= _______ cm

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2. Melinda draws two trapezoids to create the hexagon shown below. Use a ruler to find the side lengths of
Melinda’s hexagon in centimeters. Then, find the perimeter.
3. Victoria and Eric draw the shapes shown below. Eric says his shape has a greater perimeter because it
has more sides than Victoria’s shape. Is Eric right? Explain your answer.
Victoria’s Shape Eric’s Shape
4. Jamal uses his ruler and a right angle tool to draw the rectangle shown below. He says the perimeter of
his rectangle is 32 centimeters. Do you agree with Jamal? Why or why not?

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A STORY OF UNITS Lesson 12 Template 3
A
B
C D
shapes

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Name Date
1. Find the perimeter of the following shapes.
8 in 4 cm
a. b.
4 cm 4 cm
3 in 3 in
4 cm
8 in
P = 3 in + 8 in + 3 in + 8 in P = ____ cm + ____ cm + ____ cm + ____ cm
= _________ in = _________ cm
c.
d.
5m
11 cm
6 cm 9m
7m
15 m
9 cm
P = ____ m + ____ m + ____ m + ____ m

P = ____ cm + ____ cm + ____ cm
= _________ m
= _________ cm
9 in
e.
2 in
3 in
P = ____ in + ____ in + ____ in + ____ in + ____ in
2 in
= _________ in
9 in
Lesson 13: Explore perimeter as an attribute of plane figures and solve problems. 51

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2. Alan’s rectangular swimming pool is 10 meters long and 16 meters wide. What is the perimeter?
16 m
10 m 10 m
16 m
3. Lila measures each side of the shape below.
3 in
2 in
6 in
4 in
9 in
a. What is the perimeter of the shape?
b. Lila says the shape is a pentagon. Is she correct? Explain why or why not.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Find the perimeters of the shapes below. Include the units in your equations. Match the letter inside
each shape to its perimeter to solve the riddle. The first one has been done for you.
7 cm
6 ft 6 ft
7 in 7 in 5 cm 5 cm
q r s
9 ft 9 ft
7 in 6 ft 7 cm
P = 7 in + 7 in + 7 in
P = 21 in
5 yd
8 cm
4 in 4 in
7 yd a 7 yd
m 5 cm e 5 cm
4 in 4 in
9 yd
8 cm
7m 4m
2m
3m u 4m 3m l
2m
6m 4m
What kind of meals do math teachers eat?
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ !
24 21 20 28 36 26 16 26 28 15 24

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2. Alicia’s rectangular garden is 33 feet long and 47 feet wide. What is the perimeter of Alicia’s garden?
47 ft
33 ft 33 ft
47 ft
3. Jaques measured the side lengths of the shape below.
4 in
3 in
5 in
2 in
5 in 4 in
3 in
7 in
a. Find the perimeter of Jaques’s shape.
b. Jaques says his shape is an octagon. Is he right? Why or why not?

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Label the unknown side lengths of the regular shapes below. Then, find the perimeter of each shape.
a. b.
8 in 7 ft
Perimeter = _______ ft
Perimeter = _______ in
c. d.
9m
6 in
Perimeter = _______ m
2. Label the unknown side lengths of the rectangle below. Then, find the perimeter of the rectangle.
2 cm Perimeter = _______ cm
7 cm
Lesson 14: Determine the perimeter of regular polygons and rectangles when 55
whole number measurements are unknown.

G 3-M7-TE-1.3.1-0 1.2 0 16
3. David draws a regular octagon and labels a side length as shown below. Find the perimeter of David’s
octagon.
6 cm
4. Paige paints an 8-inch by 9-inch picture for her mom’s birthday. What is the total length of wood that
Paige needs to make a frame for the picture?
5. Mr. Spooner draws a regular hexagon on the board. One of the sides measures 4 centimeters. Giles and
Xander find the perimeter. Their work is shown below. Whose work is correct? Explain your answer.
Giles’s Work Xander’s Work
Perimeter = 4 cm + 4 cm + 4 cm + 4 cm + 4 cm + 4 cm Perimeter = 6 × 4 cm
Perimeter = 24 cm Perimeter = 24 cm

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Label the unknown side lengths of the regular shapes below. Then, find the perimeter of each shape.
a. b.
4 in
8 cm
Perimeter = _______ cm
c. 9m d.
6 in
Perimeter = _______ m Perimeter = _______ in
2. Label the unknown side lengths of the rectangle below. Then, find the perimeter of the rectangle.
4 cm
9 cm Perimeter = _______ cm

G 3-M7-TE-1.3.1-0 1.2 0 16
3. Roxanne draws a regular pentagon and labels a side length as shown below. Find the perimeter of
Roxanne’s pentagon.
7 cm
4. Each side of a square field measures 24 meters. What is the perimeter of the field?
5. What is the perimeter of a rectangular sheet of paper that measures 8 inches by 11 inches?

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Mrs. Kozlow put a border around a 5-foot by 6-foot rectangular bulletin board. How many feet of border
did Mrs. Kozlow use?
2. Jason built a model of the Pentagon for a social studies project. He made each outside wall
33 centimeters long. What is the perimeter of Jason’s model pentagon?
3. The Holmes family plants a rectangular 8-yard by 9-yard vegetable garden. How many yards of fencing do
they need to put a fence around the garden?
Lesson 15: Solve word problems to determine perimeter with given side lengths. 59

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4. Marion paints a 5-pointed star on her bedroom wall. Each side of the star is 18 inches long. What is the
perimeter of the star?
5. The soccer team jogs around the outside of the soccer field twice to warm up. The rectangular field
measures 60 yards by 100 yards. What is the total number of yards the team jogs?
6. Troop 516 makes 3 triangular flags to carry at a parade. They sew ribbon around the outside edges of the
flags. The flags’ side lengths each measure 24 inches. How many inches of ribbon does the troop use?

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Miguel glues a ribbon border around the edges of a 5-inch by 8-inch picture to create a frame. What is
the total length of ribbon Miguel uses?
2. A building at Elmira College has a room shaped like a regular octagon. The length of each side of the
room is 5 feet. What is the perimeter of this room?
3. Manny fences in a rectangular area for his dog to play in the backyard. The area measures 35 yards by 45
yards. What is the total length of fence that Manny uses?

G 3-M7-TE-1.3.1-0 1.2 0 16
4. Tyler uses 6 craft sticks to make a hexagon. Each craft stick is 6 inches long. What is the perimeter of
Tyler’s hexagon?
5. Francis made a rectangular path from her driveway to the porch. The width of the path is 2 feet. The
length is 28 feet longer than the width. What is the perimeter of the path?
6. The gym teacher uses tape to mark a 4-square court on the gym floor as shown. The outer square has
side lengths of 16 feet. What is the total length of tape the teacher uses to mark Square A?
A B
16 ft
C D

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Find the perimeter of 10 circular objects to the nearest quarter inch using string. Record the name and
perimeter of each object in the chart below.
Perimeter
Object
(to the nearest quarter inch)
a. Explain the steps you used to find the perimeter of the circular objects in the chart above.
b. Could the same process be used to find the perimeter of the shape below? Why or why not?
Lesson 16: Use string to measure the perimeter of various circles to the nearest 63
quarter inch.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Can you find the perimeter of the shape below using just your ruler? Explain your answer.
1
3. Molly says the perimeter of the shape below is 6 inches. Use your string to check her work. Do you
4
agree with her? Why or why not?
4. Is the process you used to find the perimeter of a circular object an efficient method to find the perimeter
of a rectangle? Why or why not?
quarter inch.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. a. Find the perimeter of 5 circular objects from home to the nearest quarter inch using string. Record
the name and perimeter of each object in the chart below.
Perimeter
Object
(to the nearest quarter inch)
Example: Peanut Butter Jar Cap 1

9 2 inches
b. Explain the steps you used to find the perimeter of the circular objects in the chart above.
quarter inch.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Use your string and ruler to find the perimeter of the two shapes below to the nearest quarter inch.
A B
Perimeter = ___________________ Perimeter = ___________________
a. Which shape has a greater perimeter?
b. Find the difference between the two perimeters.
3. Describe the steps you took to find the perimeter of the objects in Problem 2. Would you use this
method to find the perimeter of a square? Explain why or why not.
quarter inch.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. The shapes below are made up of rectangles. Label the unknown side lengths. Then, write and solve an
equation to find the perimeter of each shape.
2 cm b. 5 ft
a.
2 ft
3 cm 1 ft
2 cm
2 ft 2 ft
4 cm
P=
P=
2 yd
c. d.
2 yd
4 yd
6m
2m
2 yd 2 yd
4m
2 yd
2m
7 yd
2m
P=
P=
Lesson 17: Use all four operations to solve problems involving perimeter and 67
unknown measurements.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Nathan draws and labels the square and rectangle below. Find the perimeter of the new shape.
6 cm 6 cm
12 cm
3. Label the unknown side lengths. Then, find the perimeter of the shaded rectangle.
8 in
a in
b in
7 in
2 in
16 in

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. The shapes below are made up of rectangles. Label the unknown side lengths. Then, write and solve an
equation to find the perimeter of each shape.
7m 8 cm
a. b.
2m
9m 6 cm 5 cm
3 cm
4 cm
2 cm
4m 2 cm
P= P=
c. d. 2 ft
3 ft
3 ft
6 in
7 ft 1 ft
4 in 4 in
2 in
12 in 8 ft
P= P=

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Sari draws and labels the squares and rectangle below. Find the perimeter of the new shape.
6 cm
6 cm
6 cm
18 cm
3. Label the unknown side lengths. Then, find the perimeter of the shaded rectangle.
18 in
2 in
8 in
b in
5 in a in

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Use unit squares to build as many rectangles as you can with an area of 24 square units. Shade in squares
on your grid paper to represent each rectangle that you made with an area of 24 square units.
a. Estimate to draw and label the side lengths of each rectangle you built in Problem 1. Then, find the
perimeter of each rectangle. One rectangle is done for you.
24 units
1 unit
P = 24 units + 1 unit + 24 units + 1 unit = 50 units
b. The areas of the rectangles in part (a) above are all the same. What do you notice about the
perimeters?
Lesson 18: Construct rectangles from a given number of unit squares and 71
determine the perimeters.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Use unit square tiles to build as many rectangles as you can with an area of 16 square units. Estimate to
draw each rectangle below. Label the side lengths.
a. Find the perimeters of the rectangles you built.
b. What is the perimeter of the square? Explain how you found your answer.
3. Doug uses square unit tiles to build rectangles with an area of 15 square units. He draws the rectangles
as shown below but forgets to label the side lengths. Doug says that Rectangle A has a greater perimeter
than Rectangle B. Do you agree? Why or why not?
Rectangle A
Rectangle B

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Shade in squares on the grid below to create as many rectangles as you can with an area of 18 square
centimeters.
2. Find the perimeter of each rectangle in Problem 1 above.

G 3-M7-TE-1.3.1-0 1.2 0 16
3. Estimate to draw as many rectangles as you can with an area of 20 square centimeters. Label the side
lengths of each rectangle.
a. Which rectangle above has the greatest perimeter? How do you know just by looking at its shape?
b. Which rectangle above has the smallest perimeter? How do you know just by looking at its shape?

G 3-M7-TE-1.3.1-0 1.2 0 16
grid paper

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Use unit square tiles to make rectangles for each given number of
unit squares. Complete the charts to show how many rectangles Number of unit squares = 12
you can make for each given number of unit squares. The first
one is done for you. You might not use all the spaces in each Number of rectangles I made: 3
chart.
Width Length
1 12
2 6
3 4
Number of unit squares = 13 Number of unit squares = 14 Number of unit squares = 15
Number of rectangles Number of rectangles Number of rectangles

I made: ____ I made: ____ I made: ____
Width Length Width Length Width Length

Lesson 19: Use a line plot to record the number of rectangles constructed from a 76
given number of unit squares.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Create a line plot with the data you collected in Problem 1.
Number of Rectangles Made with Unit Squares
12 18
Number of Unit Squares Used X = 1 Rectangle
3. Which numbers of unit squares produce three rectangles?
4. Why do some numbers of unit squares, such as 13, only produce one rectangle?

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Cut out the unit squares at the bottom of the page. Then, use them to make rectangles for each given
number of unit squares. Complete the charts to show how many rectangles you can make for each given
number of unit squares. You might not use all the spaces in each chart.


--------------------------------------------------------------------------------------------------------------------------------------------

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Create a line plot with the data you collected in Problem 1.
Number of Rectangles Made with Unit Squares
6 11
Number of Unit Squares Used X = 1 Rectangle
a. Luke looks at the line plot and says that all odd numbers of unit squares produce only 1 rectangle. Do
you agree? Why or why not?
b. How many X’s would you plot for 4 unit squares? Explain how you know.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Use your square unit tiles to build as many rectangles as you can with a perimeter of 12 units.
a. Estimate to draw your rectangles below. Label the side lengths of each rectangle.
b. Explain your strategy for finding rectangles with a perimeter of 12 units.
c. Find the areas of all the rectangles in part (a) above.
d. The perimeters of all the rectangles are the same. What do you notice about their areas?
Lesson 20: Construct rectangles with a given perimeter using unit squares and 80
determine their areas.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Use your square unit tiles to build as many rectangles as you can with a perimeter of 14 units.
b. Find the areas of all the rectangles in part (a) above.
c. Given a rectangle’s perimeter, what other information do you need to know about the rectangle to
find its area?

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Cut out the unit squares at the bottom of the page. Then, use them to make as many rectangles as you
can with a perimeter of 10 units.
b. Find the areas of the rectangles in part (a) above.
--------------------------------------------------------------------------------------------------------------------------------------------

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Gino uses unit square tiles to make rectangles with a perimeter of 14 units. He draws his rectangles as
shown below. Using square unit tiles, can Gino make another rectangle that has a perimeter of 14 units?
Explain your answer.
4 units
6 units
1 unit
3 units
3. Katie draws a square that has a perimeter of 20 centimeters.

a. Estimate to draw Katie’s square below. Label the length and width of the square.
b. Find the area of Katie’s square.
c. Estimate to draw a different rectangle that has the same perimeter as Katie’s square.
d. Which shape has a greater area, Katie’s square or your rectangle?

G 3-M7-TE-1.3.1-0 1.2 0 16
A STORY OF UNITS Lesson 20 Data Sheet 3 7
Name Date
Use the data you gathered from Problem Sets 20 and 21 to complete the charts to show how many rectangles
you can create with a given perimeter. You might not use all the spaces in the charts.
Perimeter = 10 units Perimeter = 12 units
Number of rectangles you made: _____ Number of rectangles you made: _____
Width Length Area Width Length Area
1 unit 4 units 4 square units

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. On your centimeter grid paper, shade and label as many rectangles as you can with a perimeter of
16 centimeters.
a. Sketch the rectangles below, and label the side lengths.
b. Find the area of each rectangle you drew above.
2. On your centimeter grid paper, shade and label as many rectangles as you can with a perimeter of 18
centimeters.
a. Sketch the rectangles below, and label the side lengths.
b. Find the area of each rectangle you drew above.

G 3-M7-TE-1.3.1-0 1.2 0 16
3. Use centimeter grid paper to shade in as many rectangles as you can with the given perimeters.
a. Use the charts below to show how many rectangles you shaded for each given perimeter. You might
not use all the spaces in the charts.
Perimeter = 10 cm Perimeter = 20 cm
Number of rectangles I made: ____ Number of rectangles I made: ____

1 cm 4 cm 4 square cm 1 cm 9 cm 9 square cm
b. Did you make a square with either of the given perimeters? How do you know?
4. Macy and Gavin both draw rectangles with perimeters of 16 centimeters. Use words and pictures to
explain how it is possible for Macy’s and Gavin’s rectangles to have the same perimeters but different
areas.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Margo finds as many rectangles as she can with a perimeter of 14 centimeters.
a. Shade Margo’s rectangles on the grid below. Label the length and width of each rectangle.
b. Find the areas of the rectangles in part (a) above.
c. The perimeters of the rectangles are the same. What do you notice about the areas?

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Tanner uses unit squares to build rectangles that have a perimeter of 18 units. He creates the chart
below to record his findings.
a. Complete Tanner’s chart. You might not use all the spaces in the chart.
Perimeter = 18 units
Number of rectangles I made: _____

Width Length Area
b. Explain how you found the widths and lengths in the chart above.
3. Jason and Dina both draw rectangles with perimeters of 12 centimeters, but their rectangles have
different areas. Explain with words, pictures, and numbers how this is possible.

G 3-M7-TE-1.3.1-0 1.2 0 16
centimeter grid paper

G 3-M7-TE-1.3.1-0 1.2 0 16
A STORY OF UNITS Lesson 21 Data Sheet 3 7
Name Date
Use the data you gathered from Problem Sets 20 and 21 to complete the charts to show how many rectangles
you can create with a given perimeter. You might not use all the spaces in the charts.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Use the data you gathered from your Problem Sets to create a line plot for the number of rectangles you
created with each given perimeter.
Number of Rectangles Made with a Given Perimeter
Perimeter Measurements in Units X = 1 Rectangle
2. Why are all of the perimeter measurements even? Do all rectangles have an even perimeter?
Lesson 22: Use a line plot to record the number of rectangles constructed in 91
Lessons 20 and 21.

G 3-M7-TE-1.3.1-0 1.2 0 16
3. Compare the two line plots we created. Is there any reason to think that knowing only the area of a
rectangle would help you to figure out its perimeter or knowing only the perimeter of a rectangle would
help you figure out its area?
4. Sumi uses unit square tiles to build 3 rectangles that have an area of 32 square units. Does knowing this
help her find the number of rectangles she can build for a perimeter of 32 units? Why or why not?
5. George draws 3 rectangles that have a perimeter of 14 centimeters. Alicia tells George that there are
more than 3 rectangles that have a perimeter of 14 centimeters. Explain why Alicia is correct.
Lessons 20 and 21.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. The following line plot shows the number of rectangles a student made using square unit tiles. Use the
line plot to answer the questions below.
Number of Rectangles Made with a Given Perimeter
Perimeter Measurements X = 1 Rectangle
a. Why are all of the perimeter measurements even? Do all rectangles have even perimeters?
b. Explain the pattern in the line plot. What types of side lengths make this pattern possible?
c. How many X’s would you draw for a perimeter of 32? Explain how you know.
Lessons 20 and 21.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Luis uses square inch tiles to build a rectangle with a perimeter of 24 inches. Does knowing this help him
find the number of rectangles he can build with an area of 24 square inches? Why or why not?
3. Esperanza makes a rectangle with a piece of string. She says the perimeter of her rectangle is 33
centimeters. Explain how it’s possible for her rectangle to have an odd perimeter.
Lessons 20 and 21.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Gale makes a miniature stop sign, a regular octagon, with a perimeter of 48 centimeters for the town he
built with blocks. What is the length of each side of the stop sign?
2. Travis bends wire to make rectangles. Each rectangle measures 34 inches by 12 inches. What is the total
length of the wire needed for two rectangles?
3. The perimeter of a rectangular bathroom is 32 feet. The width of the room is 8 feet. What is the length
of the room?
Lesson 23: Solve a variety of word problems with perimeter. 95

G 3-M7-TE-1.3.1-0 1.2 0 16
4. Raj uses 6-inch square tiles to make a rectangle, as shown below. What is the perimeter of the rectangle
in inches?
6 in
5. Mischa makes a 4-foot by 6-foot rectangular banner. She puts ribbon around the outside edges.
The ribbon costs $2 per foot. What is the total cost of the ribbon?
6. Colton buys a roll of wire fencing that is 120 yards long. He uses it to fence in his 18-yard by 24-yard
rectangular garden. Will Colton have enough wire fencing left over to fence in a 6-yard by 8-yard
rectangular play space for his pet rabbit?

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Rosie draws a square with a perimeter of 36 inches. What are the side lengths of the square?
2. Judith uses craft sticks to make two 24-inch by 12-inch rectangles. What is the total perimeter of the
2 rectangles?
3. An architect draws a square and a rectangle, as shown below, to represent a house that has a garage.
What is the total perimeter of the house with its attached garage?
55 ft 30 ft
Garage
40 ft
House

G 3-M7-TE-1.3.1-0 1.2 0 16
4. Manny draws 3 regular pentagons to create the shape shown below. The perimeter of 1 of the
pentagons is 45 inches. What is the perimeter of Manny’s new shape?
5. Johnny uses 2-inch square tiles to make a square, as shown below. What is the perimeter of Johnny’s
square?
2 in
6. Lisa tapes three 7-inch by 9-inch pieces of construction paper together to make a happy birthday sign for
her mom. She uses a piece of ribbon that is 144 inches long to make a border around the outside edges
of the sign. How much ribbon is leftover?
9 in
7 in

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
Use the given perimeters in the chart below to choose the widths and lengths of your robot’s rectangular
body parts. Write the widths and lengths in the chart below. Use the blank rows if you want to add extra
rectangular body parts to your robot.
Letter Body Part Perimeter Width and Length
A arm 14 cm __________ cm by __________cm
B arm 14 cm __________ cm by __________cm
C leg 18 cm __________ cm by __________cm
D leg 18 cm __________ cm by __________cm
Double the perimeter

E body of one arm = __________ cm by __________cm
_______ cm
F head 16 cm __________ cm by __________cm
Half the perimeter of

G neck the head = __________ cm by __________cm
_______ cm
H __________ cm by __________cm
I __________ cm by __________cm
My robot has 7 to 9 rectangular body parts. Number of body parts: _______
Lesson 24: Use rectangles to draw a robot with specified perimeter 99

measurements, and reason about the different areas that may be
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Use the information in the chart below to plan an environment for your robot. Write the width and length for
each rectangular item. Use the blank rows if you want to add extra circular or rectangular items to your
robot’s environment.
Letter Item Shape Perimeter Width and Length
J sun circle about 25 cm
__________ cm by __________cm
K house rectangle 82 cm
L tree top circle about 30 cm
__________ cm by __________cm
M tree trunk rectangle 30 cm
N tree top circle about 20 cm
__________ cm by __________cm
O tree trunk rectangle 20 cm
My robot’s environment has 6 to 8 items. Number of items: _______
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Brian draws a square with a perimeter of 24 inches. What is the width and length of the square?
2. A rectangle has a perimeter of 18 centimeters.
a. Estimate to draw as many different rectangles as you can that have a perimeter of 18 centimeters.
Label the width and length of each rectangle.
b. How many different rectangles did you find?
c. Explain the strategy you used to find the rectangles.
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
3. The chart below shows the perimeters of three rectangles.
a. Write possible widths and lengths for each given perimeter.
Rectangle Perimeter Width and Length
A 6 cm __________ cm by __________ cm
B 10 cm __________ cm by __________ cm
C 14 cm __________ cm by __________ cm
b. Double the perimeters of the rectangles in part (a). Then, find possible widths and lengths.
Rectangle Perimeter Width and Length
A 12 cm __________ cm by __________ cm
B __________ cm by __________ cm
C __________ cm by __________ cm
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
Draw a picture of your robot in its environment in the space below. Label the widths, lengths, and perimeters
of all rectangles. Label the perimeters of all circular shapes.
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
The robot below is made of rectangles. The side lengths of each rectangle are labeled. Find the perimeter of
each rectangle, and record it in the table on the next page.
4 cm
4 cm A
2 cm
2 cm B
5 cm 5 cm
2 cm D E 2 cm
8 cm C
6 cm
7 cm F G 7 cm
2 cm 2 cm
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Rectangle Perimeter
A
P = 4 × 4 cm
P = 16 cm
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Collect the area measurements of your classmates’ robot bodies. Make a line plot using everyone’s area
measurements.
Areas of Robot Bodies
Area Measurements of the Robot’s Body in

Square Centimeters X = 1 Robot Body
a. How many different measurements are on the line plot? Why are the measurements different?
b. What does this tell you about the relationship between area and perimeter?
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
2. Measure and calculate the perimeter of your construction paper in inches. Show your work below.
3. Sketch and label two shapes with the same perimeter from the robot’s environment. What do you
notice about the way they look?
4. Write two or three sentences describing your robot and the environment in which it lives.
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Use Rectangles A and B to answer the questions below.
4 cm 5 cm
4 cm Rectangle A 3 cm Rectangle B
a. What is the perimeter of Rectangle A?
b. What is the perimeter of Rectangle B?
c. What is the area of Rectangle A?
d. What is the area of Rectangle B?
e. Use your answers to parts (a–d) to help you explain the relationship between area and perimeter.
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
2. Each student in Mrs. Dutra’s class draws a rectangle with whole number side lengths and a perimeter of
28 centimeters. Then, they find the area of each rectangle and create the table below.
Area in Square Centimeters Number of Students

13 2
24 1
33 3
40 5
45 4
48 2
49 2
a. Give two examples from Mrs. Dutra’s class to show how it is possible to have different areas for
rectangles that have the same perimeter.
b. Did any students in Mrs. Dutra’s class draw a square? Explain how you know.
c. What are the side lengths of the rectangle that most students in Mrs. Dutra’s class made with a
perimeter of 28 centimeters?
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
Part A: I reviewed _________________’s robot.
1. Use the chart below to evaluate your friend’s robot. Measure the width and length of each rectangle.
Then, calculate the perimeter. Record that information in the chart below. If your measurements differ
from those listed on the project, put a star by the letter of the rectangle.
Required
Rectangle Width and Length Student’s Perimeter
Perimeter
A __________ cm by __________cm 14 cm
B __________ cm by __________cm 14 cm
C __________ cm by __________cm 18 cm
D __________ cm by __________cm 18 cm
E __________ cm by __________cm 28 cm
F __________ cm by __________cm 16 cm
G __________ cm by __________cm 8 cm
H __________ cm by __________cm
I __________ cm by __________cm
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
2. Is the perimeter of the robot’s body double that of the arm? Show calculations below.
3. Is the perimeter of the robot’s neck half the perimeter of the head? Show calculations below.
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Part B: I reviewed _________________’s robot environment.
4. Use the chart below to evaluate your friend’s robot environment. Measure the width and length of each
rectangle. Then, calculate the perimeter. Use your string to measure the perimeters of nonrectangular
items. Record that information in the chart below. If your measurements differ from those listed on the
project, put a star by the letter of the shape.
Required
Item Width and Length Student’s Perimeter
Perimeter
J About 25 cm
K __________ cm by __________cm 82 cm
L About 30 cm
M __________ cm by __________cm 30 cm
N About 20 cm
O __________ cm by __________cm 20 cm
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
Record the perimeters and areas of the rectangles in the chart on the next page.
1 cm
6 cm
C
8 cm
6 cm A
11 cm
B
4 cm
5 cm
8 cm
5 cm D
2 cm E
6 cm
4 cm F
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
1. Find the area and perimeter of each rectangle.
Rectangle Width and Length Perimeter Area
A __________ cm by __________cm
B __________ cm by __________cm
C __________ cm by __________cm
D __________ cm by __________cm
E __________ cm by __________cm
F __________ cm by __________cm
2. What do you notice about the perimeters of Rectangles A, B, and C?
3. What do you notice about the perimeters of Rectangles D, E, and F?
4. Which two rectangles are squares? Which square has the greater perimeter?
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
sample Problem Set
produced.
G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Gia measures her rectangular garden and finds the width is 9 yards and the length is 7 yards.
a. Estimate to draw Gia’s garden, and label the side lengths.
b. What is the area of Gia’s garden?
c. What is the perimeter of Gia’s garden?
2. Elijah draws a square that has side lengths of 8 centimeters.
a. Estimate to draw Elijah’s square, and label the side lengths.
b. What is the area of Elijah’s square?
c. What is the perimeter of Elijah’s square?
Lesson 28: Solve a variety of word problems involving area and perimeter using all 116
four operations.

G 3-M7-TE-1.3.1-0 1.2 0 16
d. Elijah connects three of these squares to make one long rectangle. What is the perimeter of this
rectangle?
3. The area of Mason’s rectangular painting is 72 square inches. The width of the painting is 8 inches.
a. Estimate to draw Mason’s painting, and label the side lengths.
b. What is the length of the painting?
c. What is the perimeter of Mason’s painting?
d. Mason’s mom hangs the painting on a wall that already has two of Mason’s other paintings. The
areas of the other paintings are 64 square inches and 81 square inches. What is the total area of the
wall that is covered with Mason’s paintings?
four operations.

G 3-M7-TE-1.3.1-0 1.2 0 16
4. The perimeter of Jillian’s rectangular bedroom is 34 feet. The length of her bedroom is 9 feet.
a. Estimate to draw Jillian’s bedroom, and label the side lengths.
b. What is the width of Jillian’s bedroom?
c. What is the area of Jillian’s bedroom?
d. Jillian has a 4-foot by 6-foot rug in her room. What is the area of the floor that is not covered by the
rug?
four operations.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Carl draws a square that has side lengths of 7 centimeters.
a. Estimate to draw Carl’s square, and label the side lengths.
b. What is the area of Carl’s square?
c. What is the perimeter of Carl’s square?
d. Carl draws two of these squares to make one long rectangle. What is the perimeter of this
rectangle?
four operations.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Mr. Briggs puts food for the class party on a rectangular table. The table has a perimeter of 18 feet and a
width of 3 feet.
a. Estimate to draw the table, and label the side lengths.
b. What is the length of the table?
c. What is the area of the table?
d. Mr. Briggs puts three of these tables together side by side to make 1 long table. What is the area of
the long table?
four operations.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Kyle puts two rectangles together to make the L-shaped figure below. He measures some of the side
lengths and records them as shown.
8 in
12 in
6 in
16 in
a. Find the perimeter of Kyle’s shape.
b. Find the area of Kyle’s shape.
c. Kyle makes two copies of the L-shaped figure to create the rectangle shown below. Find the
perimeter of the rectangle.
12 in
16 in
Lesson 29: Solve a variety of word problems involving area and perimeter using al 121
four operations.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Jeremiah and Hayley use a piece of rope to mark a square space for their booth at the science fair. The
area of their space is 49 square feet. What is the length of the rope that Jeremiah and Hayley use if they
leave a 3-foot opening so they can get in and out of the space?
3. Vivienne draws four identical rectangles as shown below to make a new, larger rectangle. The perimeter
of one of the small rectangles is 18 centimeters, and the width is 6 centimeters. What is the perimeter of
the new, larger rectangle?
4. A jogging path around the outside edges of a rectangular playground measures 48 yards by 52 yards.
1
Maya runs 3 laps on the jogging path. What is the total number of yards Maya runs?
2
four operations.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Katherine puts two squares together to make the rectangle below. The side lengths of the squares
measure 8 inches.
8 in
a. What is the perimeter of the rectangle Katherine made with her 2 squares?
b. What is the area of Katherine’s rectangle?
c. Katherine decides to draw another rectangle of the same size. What is the area of the new, larger
rectangle?
8 in
four operations.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. Daryl draws 6 equal-sized rectangles as shown below to make a new, larger rectangle. The area of one of
the small rectangles is 12 square centimeters, and the width of the small rectangle is 4 centimeters.
4cm
a. What is the perimeter of Daryl’s new rectangle?
b. What is the area of Daryl’s new rectangle?
3. The recreation center soccer field measures 35 yards by 65 yards. Chris dribbles the soccer ball around
the perimeter of the field 4 times. What is the total number of yards Chris dribbles the ball?
four operations.

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
Use this form to critique your classmate’s problem-solving work.
Classmate: Problem Number:
Strategies My
Classmate Used:
Things My
Classmate Did
Well:
Suggestions for
Improvement:
Strategies I Would
Like to Try Based
on My Classmate’s
Work:
Lesson 30: Share and critique peer strategies for problem solving. 125

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
Use this form to critique Student A’s problem-solving work on the next page.
Student: Student A Problem Number:
Strategies Student
A Used:
Things Student A
Did Well:
Suggestions for
Improvement:
Strategies I Would
Like to Try Based
on Student A’s
Work:

G 3-M7-TE-1.3.1-0 1.2 0 16
Name STUDENT A Date
1. Katherine puts 2 squares together to make the rectangle below. The side lengths of the squares measure
8 inches.
8 in
a. What is the perimeter of Katherine’s rectangle? b. What is the area of Katherine’s rectangle?

G 3-M7-TE-1.3.1-0 1.2 0 16
c. Katherine draws 2 of the rectangles in Problem 1 side by side. Her new, larger rectangle is shown
below. What is the area of the new, larger rectangle?
8 in

G 3-M7-TE-1.3.1-0 1.2 0 16
Student A
Student B
Student C
student work sample images

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
Use this form to analyze your classmate’s representations of one-half shaded.
Does this square

Square Describe changes to make so the
show one-half Explain why or why not.
(letter) square shows one-half shaded.
shaded?
Lesson 31: Explore and create unconventional representations of one-half. 130

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Use the rectangle below to answer Problem 1(a–d).
a. What is the area of the rectangle in square units?
b. What is the area of half of the rectangle in square units?
c. Shade in half of the rectangle above. Be creative with your shading!
d. Explain how you know you shaded in half of the rectangle.

G 3-M7-TE-1.3.1-0 1.2 0 16
2. During math class, Arthur, Emily, and Gia draw a shape and then shade one-half of it. Analyze each
student’s work. Determine if each student was correct or not, and explain your thinking.
Student Drawing Your Analysis
Arthur
Emily
Gia
3. Shade the grid below to show two different ways of shading half of each shape.

G 3-M7-TE-1.3.1-0 1.2 0 16
squares

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Look at the circles you shaded today. Glue a circle that is about one-half shaded in the space below.
a. Explain the strategy you used to shade in one-half of your circle.
b. Is your circle exactly one-half shaded? Explain your answer.
2. Julian shades 4 circles as shown below.
Circle A Circle B Circle C Circle D
a. Write the letters of the circles that are about one-half shaded.

G 3-M7-TE-1.3.1-0 1.2 0 16
b. Choose one circle from your answer to Part (a), and explain how you know it’s about one-half shaded.
Circle _______
c. Choose one circle that you did not list in Part (a), and explain how it could be changed so that it is
about one-half shaded.
Circle _______
3. Read the clues to help you shade the circle below.
a. Divide the circle into 4 equal parts.
. b. Shade in 2 parts.
c. Erase a small circle from each shaded part.
d. Estimate to draw and shade 2 circles in the unshaded
parts that are the same size as the circles you erased in
Part (c).
4. Did you shade in one-half of the circle in Problem 3? How do you know?

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
1. Estimate to finish shading the circles below so that each circle is about one-half shaded.
a. b. c.
2. Choose one of the circles in Problem 1, and explain how you know it’s about one-half shaded.
Circle _____
3. Can you say the circles in Problem 1 are exactly one-half shaded? Why or why not?

G 3-M7-TE-1.3.1-0 1.2 0 16
4. Marissa and Jake shade in circles as shown below.
Marissa’s Circle Jake’s Circle
a. Whose circle is about one-half shaded? How do you know?
b. Explain how the circle that is not one-half shaded can be changed so that it is one-half shaded.
5. Estimate to shade about one-half of each circle below in an unusual way.
. . .

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
List some games we played today in the chart below. Place a check mark in the box that shows how you felt
about your level of fluency as you played each activity. Check off the last column if you would like to practice
this activity over the summer.
I would like to put this

I still need some practice
Activity I am fluent. in my summer activity
with my facts.
book.
1.
2.
3.
4.
5.
6.
7.
8.
Lesson 33: Solidify fluency with Grade 3 skills. 138

G 3-M7-TE-1.3.1-0 1.2 0 16
Name Date
Teach a family member your favorite fluency game from class. Record information about the game you
taught below.
Name of the game: ______________________________________________________________
______________________________________________________________________________
Materials used: _________________________________________________________________
______________________________________________________________________________
Name of the person you taught to play: ________________________________________________
Describe what it was like to teach the game. Was it easy? Hard? Why? ________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Will you play the game together again? Why or why not? __________________________________
______________________________________________________________________________
______________________________________________________________________________
Was the game as fun to play at home as in class? Why or why not? ___________________________
______________________________________________________________________________
______________________________________________________________________________

G 3-M7-TE-1.3.1-0 1.2 0 16
A STORY OF UNITS Lesson 34 Summer Calendar 3 7
Name Date
Complete a math activity each day. To track your progress, color the box after you finish.
Summer Math Review: Weeks 1–5
Monday Tuesday Wednesday Thursday Friday

Do jumping jacks as Play a game from Use your tangram Time how long it Complete a Sprint.
you count by twos your Summer pieces to make a takes you to do a
Week 1
from 2 to 20 and Practice booklet. picture of your specific chore, like

back. summer break. making the bed.
See if you can do it
faster the next day.
Do squats as you Play a game from Collect data about Read a recipe. Complete a Multiply
count by threes your Summer your family’s or What fractions does by Pattern Sheet.
from 3 to 30 and Practice booklet. friends’ favorite the recipe use?
Week 2
back. type of music.

Show it on a bar
graph. What did
you discover from
your graph?
Hop on one foot as Create a Measure the widths Read the weight in Complete a Sprint.
you count by fours multiplication of different leaves grams of different
from 4 to 40 and and/or division from the same tree food items in your
Week 3
back. math game. Then, to the nearest kitchen. Round the

play the game with quarter inch. Then, weights to the
a partner. draw a line plot of nearest 10 or 100
your data. Do you grams.
notice a pattern?
Bounce a ball as you Find, draw, and/or Go on a shape Find the sum and Complete a Multiply
count by 5 minutes create different scavenger hunt. difference of 453 by Pattern Sheet.
Week 4
to 1 hour and then objects to show Find as many mL and 379 mL.
to the half hour and one-fourth. quadrilaterals in
quarter hours. your neighborhood
or house as you can.
Do arm swings as Draw and label a Measure the Use a stopwatch to Complete a Sprint.
you count by sixes floor plan of your perimeter of the measure how fast
Week 5
from 6 to 60 and house. room where you you can run 50

back. sleep in inches. meters. Do it 3
Then, calculate the times. What was
area. your fastest time?
Lesson 34: Create resource booklets to support fluency with Grade 3 skills. 140

G 3-M7-TE-1.3.1-0 1.2 0 16
A STORY OF UNITS Lesson 34 Summer Calendar 3 7
Name Date
Complete a math activity each day. To track your progress, color the box after you finish.
Summer Math Review: Weeks 6–10
Monday Tuesday Wednesday Thursday Friday

Alternate counting Play a game from Write a story Solve 15 × 4. Draw Complete a Multiply
with a friend or your Summer problem for 7 × 6. a model to show by Pattern Sheet.
Week 6
family member by Practice booklet. your thinking.

sevens from 7 to
70 and back.
Jump forward and Play a game from Use string to Build a 4 by 6 array Complete a Sprint.
back as you count your Summer measure the with objects from
Week 7
by eights from 8 to Practice booklet. perimeter of circular your house. Write 2

80 and back. items in your house multiplication and 2
to the nearest division sentences
quarter inch. for your array.
Do arm crosses as Create a Write a story Measure or find the Complete a Multiply
you count by nines multiplication problem for 72 ÷ 8. capacity in milliliters by Pattern Sheet.
from 9 to 90 and and/or division of different liquids
Week 8
back. math game. Then, in your kitchen.

play the game with Round each to the
Teach someone
a partner. nearest 10 or 100
the nines finger
milliliters.
trick.
Jump rope as you Find, draw, and/or Go on a shape Measure the weight Complete a Sprint.
count up by tens create different scavenger hunt. of different produce
from 280 to 370 objects to show Find as many at the grocery store.
Week 9
and back down. one-third. triangles and What unit did you
hexagons in your measure in? What
neighborhood as are the lightest and
you can. heaviest objects you
weighed?
Count by sixes Draw and label a Find the perimeter Show someone your Complete a Multiply
starting at 48. floor plan of your of a different room strategy to solve 8 × by Pattern Sheet.
Count as high as dream tree house. in your house. How 16.
Week 10
you can in one much smaller or

minute. larger is it compared
to the perimeter of
the room where you
sleep?
Lesson 34: Create resource booklets to support fluency with Grade 3 skills. 141

G 3-M7-TE-1.3.1-0 1.2 0 16
Cut Out Packet
B
A C
E
F
G D
H
I
K
L
polygons (A─L)

G 3-M7-Cuts-1.3.1-0 1.2 0 16
M N
P
O
polygons (M─X)

G 3-M7-Cuts-1.3.1-0 1.2 0 16
U
W
X V
polygons (M─X)

G 3-M7-Cuts-1.3.1-0 1.2 0 16
Note: Print on cardstock.
F
B
circles (A–F)

produced.
G 3-M7-Cuts-1.3.1-0 1.2 0 16
A STORY OF UNITS Lesson 27 Evaluation Rubric 3 7
Name Date
Evaluation Rubric
4 3 2 1 Subtotal
Perimeter Perimeter Perimeter Perimeter
calculations for calculations calculations calculations
all shapes are include 1 to 2 include 3 to 4 include 5 or _____/4
correct, and errors, and both errors, and at more errors,
both evaluations of a least 1 and at least 1
evaluations of a classmate’s evaluation of a evaluation of a
classmate’s project have classmate’s classmate’s
project have been project has project has
been completed. been been
completed. completed. completed.
Name Date
Evaluation Rubric
4 3 2 1 Subtotal
Perimeter Perimeter Perimeter Perimeter
calculations for calculations calculations calculations
all shapes are include 1 to 2 include 3 to 4 include 5 or _____/4
correct, and errors, and both errors, and at more errors,
both evaluations of a least 1 and at least 1
evaluations of a classmate’s evaluation of a evaluation of a
classmate’s project have classmate’s classmate’s
project have been project has project has
been completed. been been
completed. completed. completed.

produced.
G 3-M7-Cuts-1.3.1-0 1.2 0 16
. .
. .
. .
circles with dots

G 3-M7-Cuts-1.3.1-0 1.2 0 16
A STORY OF UNITS Lesson 33 Fluency Activities 3 7
Multiplication Equal Groups

Materials: (S) Personal white board Materials: (S) Personal white board
T: (Draw an array with 3 rows of 2.) Say the T: (Draw a picture with 2 groups of 4 circled.)
repeated addition sentence. Say the total as a repeated addition
S: 2 + 2 + 2 = 6. sentence.
T: (Write 3 × ____ = ____.) On your personal S: 4 + 4 = 8.
white board, complete the multiplication T: Write a division sentence that means the
sentence. number of groups is unknown.
S: (Write 3 × 2 = 6.) S: (Write 8 ÷ 4 = 2.)
Repeat using the following ideas: 4 rows of 10, 3 T: Below that division sentence, write a
rows of 4, 7 rows of 3, and 8 rows of 2. Or you can division sentence that means the number in
think of your own. each group is unknown.
S: (Write 8 ÷ 2 = 4.)
Repeat using the following ideas: 5 groups of 3, 3
groups of 4, and 6 groups of 2. Or you can think of
your own.
Commutative Multiplying Tape Diagrams

T: (Draw an array with 3 rows of 2 dots.) How T: (Draw a tape diagram with 5 equal units
many rows of 2 do you see? and 2 stars in the first unit.) What is the
S: 3 rows of 2. value of each unit?
T: Write four different multiplication S: 2 stars.
sentences for the picture. T: How many units are there?
S: (Write 3 × 2 = 6, 2 × 3 = 6, 6 = 3 × 2, and S: 5 units.
6 = 2 × 3.) T: Write a multiplication sentence for this tape
Repeat using the following ideas: 3 rows of 5 and 4 diagram.
rows of 3. Or you can think of your own. S: (Write 5 × 2 = 10.)
T: (Write 4 × 2 = 2 × ___.) On your personal Repeat using the following ideas:
white board, fill in the blank. 4 × 3 = 12, 8 ÷ 4 = 2, and 15 ÷ 3 = 5. Or you can think
S: (Write 4 × 2 = 2 × 4.) of your own.
Repeat using the following ideas: 9 × 5 = 5 × ___ and
3 × 6 = 6 × ___. Or you can think of your own.

G 3-M7-Cuts-1.3.1-0 1.2 0 16
Tens Tens and Hundreds

Materials: (S) Place value cards, personal white Materials: (S) Personal white board
board
T: (Write 9 + __ = 10.) Say the missing
Note: Place value cards can be made with index number.
cards for personal practice. S: 1.
T: (Write 7 tens = ____.) Say the number. T: (Write 90 + __ = 100.) Say the missing
S: 70. number.
S: 10.
Repeat using the following ideas: 10 tens, 12 tens,
20 tens, 28 tens, 30 tens, and 37 tens. Or you can T: (Write 91 + __ = 100.) Say the missing
think of your own. number.
S: 9.
T: (Write 291 + __ = 300.) Say the missing
number.
S: 9.
Repeat using the following ideas:
1 + __ = 10, 10 + __ = 100, 11 + __ = 100,
211 + __ = 300, 8 + __ = 10, 80 + __ = 100,
Place value cards
85 + __ = 100, and 385 + __ = 400.
Or you can think of your own.
Make Twenty-Four Game Write in the Parentheses

Materials: (S) Set of 6 cards per pair Materials: (S) Personal white board
Note: Students play in pairs. Each pair has a set of 6 T: (Write 10 – 5 + 3 = 8.) On your personal
cards, each with a number (2, 3, 4, 6, 8, and 12). white board, copy the equation. Then,
insert parentheses to make the statement
T: (Write ___ × ___ = 24.) Spread the cards
true.
out in front of you.
S: (Write (10 – 5) + 3 = 8.)
T: Put your hands behind your back. I’ll put a
number in the first blank. When you know Repeat using the following ideas:
the number that belongs in the second 10 – 5 + 3 = 2, 10 = 20 – 7 + 3, 16 = 20 – 7 + 3,
blank, touch the card that shows the 8 + 2 × 4 = 16, 8 + 2 × 4 = 40, 12 = 12 ÷ 2 × 2, 3 = 12 ÷
number. The first one of us to touch the 2 × 2, 10 = 35 – 5 × 5, and 20 – 10 ÷ 5 = 2.
card keeps it. Whoever has the most cards
at the end wins. (Write 12 in the first
blank.)
S: (Touch the 2 card. The first to touch it
keeps the card.)
Repeat. This time, however, you might make 36
with the same cards plus 9 and 18.

G 3-M7-Cuts-1.3.1-0 1.2 0 16
Round Three- and Four-Digit Numbers Partition Shapes

T: (Write 87 ____.) What is 87 rounded to T: Draw a square.
the nearest ten? S: (Draw a square.)
S: 90. 1
T: (Write .) Estimate to equally partition the
2
Repeat using the following ideas: 97, 43, 643, 35, square into halves.
and 835. Or you can think of your own.
S: (Partition.)
T: (Write 253 ____.) What is 253 rounded 1 1
to the nearest hundred? Repeat using the following ideas: line , circle ,
1 1 1
S: 300. circle , bar , and bar .
1
Repeat using the following ideas: 1,253, 735, 1,735, Or you can think of your own.
850, 1,850, 952, 1,371, and 1,450. Or you can think
of your own.
Write the Unit Fraction Greater or Less Than 1?

Materials: (S) Personal white board 1
T: (Write .) Greater or less than 1?
2
1
T: (Draw a shape with 2 shaded.) Write the S: Less!
unit fraction. Repeat using the following ideas: , , , , , and .
1 2 2
S: (Write .) Or you can think of your own.
2
1 1 1 1 1
Repeat using the following ideas: , , , , and .
1
Draw Fractions from Part to Whole Draw Number Bonds of One

T: Draw 1 unit on your personal white board. T: Draw a number
S: (Draw 1 unit.) bond to partition 1
1 one into halves.
T: Label the unit . Now, draw the whole that 1 1
1
S: (Draw.) 2 2
goes with your unit of . T: How many copies
1 1 1 1 of 1 half did you draw to make one?
Repeat using the following ideas: , , , and .
2 S: 2 copies.
Or you can think of your own. Repeat using the following ideas: thirds, fourths,
fifths, sixths, sevenths, etc. Or you can think of your
own.

G 3-M7-Cuts-1.3.1-0 1.2 0 16

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A Story of Units®

Published by the non-profit Great Minds.

1. The sign below shows information about hayrides at the orchard.

Leaves every 15 minutes starting at 11:00.

©2015 Great Minds. eureka-math.org

©2015 Great Minds. eureka-math.org

Train Fare–One Way

Leaves every 15 minutes starting

©2015 Great Minds. eureka-math.org

©2015 Great Minds. eureka-math.org

©2015 Great Minds. eureka-math.org

©2015 Great Minds. eureka-math.org

©2015 Great Minds. eureka-math.org

©2015 Great Minds. eureka-math.org

©2015 Great Minds. eureka-math.org

©2015 Great Minds. eureka-math.org

©2015 Great Minds. eureka-math.org

a. How much money does Jason have?

b. How much money do the 3 boys have in total?

©2015 Great Minds. eureka-math.org

student work samples

©2015 Great Minds. eureka-math.org

student work samples

©2015 Great Minds. eureka-math.org

At Least 1 Set of Polygons:

2 Sets of Parallel Polygons:

4 Right Angles Polygons:

4 Right Angles and Polygons:

Lesson 4: Compare and classify quadrilaterals. 15

©2015 Great Minds. eureka-math.org

Lesson 4: Compare and classify quadrilaterals. 16

©2015 Great Minds. eureka-math.org

1. Complete the chart by answering true or false.

Attribute Polygon True or False

2 Sets of Parallel Sides

Lesson 4: Compare and classify quadrilaterals. 17

©2015 Great Minds. eureka-math.org

Lesson 4: Compare and classify quadrilaterals. 18

©2015 Great Minds. eureka-math.org

All Sides Are Polygons:

All Sides Are Polygons:

At Least 1 Set of Polygons:

Lesson 5: Compare and classify other polygons. 19

©2015 Great Minds. eureka-math.org

2. Compare Polygon M and Polygon X. What is the same? What is different?

Lesson 5: Compare and classify other polygons. 20

©2015 Great Minds. eureka-math.org

All sides are equal. At least 1 right angle

Lesson 5: Compare and classify other polygons. 21

©2015 Great Minds. eureka-math.org

Lesson 5: Compare and classify other polygons. 22

©2015 Great Minds. eureka-math.org

1. Draw a triangle with 1 right angle.

Lesson 6: Draw polygons with specified attributes to solve problems. 23

©2015 Great Minds. eureka-math.org

Lesson 6: Draw polygons with specified attributes to solve problems. 24

©2015 Great Minds. eureka-math.org

2. Draw a quadrilateral that has at least 2 right angles.

Perimeter = ___cm +_cm +_cm +_cm Perimeter = ___________________

Perimeter = ___cm +_cm +___cm