# Chapter 5 Resource Masters - Macmillan/McGraw-Hill

Chapter 5 Resource Masters - Macmillan/McGraw-Hill

Chapter 5 Resource Masters - Macmillan/McGraw-Hill

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Copyright © by the <strong>McGraw</strong>- <strong>Hill</strong> Companies, Inc. All rights reserved. Permission is<br />

granted to reproduce the material contained herein on the condition that such material<br />

be reproduced only for classroom use; be provided to students, teachers, and families<br />

without charge; and be used solely in conjunction with California Mathematics. Any<br />

other reproduction, for use or sale, is prohibited without prior written permission of<br />

the publisher.<br />

Send all inquiries to:<br />

<strong>Macmillan</strong>/ <strong>McGraw</strong>- <strong>Hill</strong><br />

8787 Orion Place<br />

Columbus, OH 43240<br />

ISBN: 978-0-02-105821-1<br />

MHID: 0-02-105821-0<br />

Printed in the United States of America<br />

4 5 6 7 8 9 10 ROV 18 17 16 15 14 13 12 11 10

Teacher’s Guide to Using<br />

<strong>Chapter</strong> 5 <strong>Resource</strong>s ..........................................iv<br />

<strong>Chapter</strong> 5 Graphic Organizer ................................... 1<br />

Student Glossary .......................................................... 2<br />

Family Letter ................................................................ 4<br />

Family Letter Spanish ................................................. 5<br />

<strong>Chapter</strong> 5 Anticipation Guide .................................. 6<br />

<strong>Chapter</strong> 5 Game .......................................................... 7<br />

Lesson 5–1 Multiply by 3<br />

Reteach ........................................................................... 8<br />

Skills Practice ................................................................ 9<br />

Homework Practice ..................................................10<br />

Problem-Solving Practice ........................................11<br />

Enrich.............................................................................12<br />

Lesson 5–2 Multiply by 6<br />

Reteach .........................................................................13<br />

Skills Practice ..............................................................14<br />

Homework Practice ..................................................15<br />

Problem-Solving Practice ........................................16<br />

Enrich.............................................................................17<br />

Lesson 5–3 Problem-Solving<br />

Strategy: Look for<br />

a Pattern<br />

Reteach .........................................................................18<br />

Skills Practice ..............................................................20<br />

Homework Practice ..................................................21<br />

Enrich.............................................................................22<br />

Lesson 5–4 Multiply by 7<br />

Reteach .........................................................................23<br />

Skills Practice ..............................................................24<br />

Homework Practice ..................................................25<br />

Problem-Solving Practice ........................................26<br />

Enrich.............................................................................27<br />

Lesson 5–5 Multiply by 8<br />

Reteach .........................................................................28<br />

Skills Practice ..............................................................29<br />

Homework Practice ..................................................30<br />

Problem-Solving Practice ........................................31<br />

Enrich.............................................................................32<br />

Lesson 5–6 Multiply by 9<br />

Reteach .........................................................................33<br />

Skills Practice ..............................................................34<br />

Homework Practice ..................................................35<br />

Problem-Solving Practice ........................................36<br />

Enrich.............................................................................37<br />

Grade 3 <strong>Chapter</strong> 5<br />

Table of Contents<br />

iii<br />

Lesson 5–7 Problem-Solving<br />

Investigation: Choose<br />

a Strategy<br />

Reteach .........................................................................38<br />

Skills Practice ..............................................................40<br />

Homework Practice ..................................................41<br />

Enrich.............................................................................42<br />

Lesson 5–8 Algebra: Associative<br />

Property<br />

Reteach .........................................................................43<br />

Skills Practice ..............................................................44<br />

Homework Practice ..................................................45<br />

Problem-Solving Practice ........................................46<br />

Enrich.............................................................................47<br />

Lesson 5–9 Algebra: Find a Rule<br />

Reteach .........................................................................48<br />

Skills Practice ..............................................................49<br />

Homework Practice ..................................................50<br />

Problem-Solving Practice ........................................51<br />

Enrich.............................................................................52<br />

Individual Progress Checklist .................................53<br />

<strong>Chapter</strong> Tests:<br />

<strong>Chapter</strong> Diagnostic Assessment ...........................54<br />

<strong>Chapter</strong> Pretest ..........................................................55<br />

Quizzes 1, 2, & 3 ........................................................56<br />

Quizzes 4, 5, & 6 ........................................................57<br />

Quizzes 7, 8, & 9 .....................................................58<br />

Mid-<strong>Chapter</strong> Review .................................................59<br />

Vocabulary Test ..........................................................60<br />

Oral Assessment ........................................................61<br />

<strong>Chapter</strong> Project Rubric .............................................63<br />

Foldables Rubric ........................................................64<br />

Test Form 1 .................................................................65<br />

Test Form 2A ...............................................................67<br />

Test Form 2B ...............................................................69<br />

Test Form 2C ...............................................................71<br />

Test Form 2D ..............................................................73<br />

Test Form 3 .................................................................75<br />

Extended-Response Test .........................................77<br />

Student Recording Sheet ....................................78<br />

Cumulative Standardized<br />

Test Practice ..............................................................79<br />

Answer Pages ...........................................................A1

Teacher’s Guide to Using the<br />

<strong>Chapter</strong> 5 <strong>Resource</strong> <strong>Masters</strong><br />

The <strong>Chapter</strong> 5 <strong>Resource</strong> <strong>Masters</strong> includes the core materials needed for <strong>Chapter</strong> 5. These<br />

materials include worksheets, extensions, and assessment options. The answers for these<br />

pages appear at the back of this booklet.<br />

All of the materials found in this booklet are included for viewing and printing on the<br />

TeacherWorks Plus TM CD-ROM.<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Graphic Organizer (page 1) This master<br />

is a tool designed to assist students with<br />

comprehension of grade-level concepts. While<br />

the content and layout of these tools vary,<br />

their goal is to assist students by providing<br />

a visual representation from which they can<br />

learn new concepts.<br />

Student Glossary (page 2) This master<br />

is a study tool that presents the key<br />

vocabulary terms from the chapter. You may<br />

suggest that students highlight or star the<br />

terms they do not understand. Give this list<br />

to students before beginning Lesson 5–1.<br />

Remind them to add these pages to their<br />

mathematics study notebooks.<br />

Anticipation Guide (page 6) This master<br />

is a survey designed for use before beginning<br />

the chapter. You can use this survey to<br />

highlight what students may or may not<br />

know about the concepts in the chapter.<br />

There is space for recording how well<br />

students answer the questions before they<br />

complete the chapter. You may find it helpful<br />

to interview students a second time, after<br />

completing the chapter, to determine their<br />

progress.<br />

Game (page 7) A game is provided to<br />

reinforce chapter concepts and may be used<br />

at appropriate times throughout the chapter.<br />

<strong>Resource</strong>s for<br />

Computational Lessons<br />

Reteach Each lesson has an associated<br />

Reteach worksheet. In general, the Reteach<br />

worksheet focuses on the same lesson content<br />

but uses a different approach, learning style,<br />

or modality than that used in the Student<br />

iv<br />

Edition. The Reteach worksheet closes with<br />

computational practice of the concept.<br />

Skills Practice The Skills Practice<br />

worksheet for each lesson focuses on the<br />

computational aspect of the lesson. The<br />

Skills Practice worksheet may be helpful<br />

in providing additional practice of the skill<br />

taught in the lesson.<br />

Homework Practice The Homework<br />

Practice worksheet provides an opportunity<br />

for additional computational practice. The<br />

Homework Practice worksheet includes word<br />

problems that address the skill taught in the<br />

lesson.<br />

Problem-Solving Practice The Problem-<br />

Solving Practice worksheet presents<br />

additional reinforcement in solving word<br />

problems that apply both the concepts of the<br />

lesson and some review concepts.<br />

Enrich The Enrich worksheet presents<br />

activities that extend the concepts of the<br />

lesson. Some Enrich materials are designed<br />

to widen students’ perspectives on the<br />

mathematics they are learning. These<br />

worksheets are written for use with all<br />

levels of students.<br />

<strong>Resource</strong>s for Problem-Solving Strategy<br />

and Problem-Solving Investigation<br />

Lessons In recognition of the importance<br />

of problem-solving strategies, worksheets<br />

for problem-solving lessons follow a slightly<br />

different format. For problem-solving lessons,<br />

a two-page Reteach worksheet offers a<br />

complete model for choosing a problemsolving<br />

strategy. For each Problem-Solving<br />

Strategy lesson, Reteach and Homework<br />

Practice worksheets offer reinforcement of<br />

the strategy taught in the Student Edition<br />

lesson. In contrast, the Problem-Solving

Investigation worksheets include a model<br />

strategy on the Reteach worksheets and<br />

provide problems requiring several alternate<br />

strategies on the Homework Practice and<br />

Skills Practice worksheets.<br />

Assessment Options The assessment<br />

masters in the <strong>Chapter</strong> 5 <strong>Resource</strong> <strong>Masters</strong><br />

offer a wide variety of assessment tools<br />

for monitoring progress as well as final<br />

assessment.<br />

Individual Progress Checklist This<br />

checklist explains the chapter’s goals or<br />

objectives. Teachers can record whether<br />

a student’s mastery of each objective is<br />

beginning (B), developing (D), or mastered<br />

(M). The checklist includes space to record<br />

notes to parents as well as other pertinent<br />

observations.<br />

<strong>Chapter</strong> Diagnostic Assessment This onepage<br />

test assesses students’ grasp of skills<br />

that are needed for success in the chapter.<br />

<strong>Chapter</strong> Pretest This one-page quick<br />

check of the chapter’s concepts is useful<br />

for determining pacing. Performance on<br />

the pretest can help you determine which<br />

concepts can be covered quickly and which<br />

specific concepts may need additional time.<br />

Mid-<strong>Chapter</strong> Review This one-page<br />

chapter test provides an option to assess<br />

the first half of the chapter. It includes both<br />

multiple-choice and free-response questions.<br />

Quizzes Three free-response quizzes<br />

offer quick assessment opportunities at<br />

appropriate intervals in the chapter.<br />

Vocabulary Test This one-page test<br />

focuses on chapter vocabulary. It is suitable<br />

for all students. It includes a list of<br />

vocabulary words and questions to assess<br />

students’ knowledge of the words.<br />

Oral Assessment This two-page test<br />

consists of one page for teacher directions<br />

and questions and a second page for<br />

recording responses. Although this<br />

assessment is designed to be used with all<br />

students, the interview format focuses on<br />

assessing chapter content assimilated by<br />

ELL students.<br />

<strong>Chapter</strong> Project Rubric This one-page<br />

rubric is designed for use in assessing the<br />

chapter project. You may want to distribute<br />

copies of the rubric when you assign the<br />

project and use the rubric to record each<br />

student’s chapter project score.<br />

Foldables Rubric This one-page rubric<br />

is designed to assess the Foldables graphic<br />

organizer. The rubric is written to the<br />

students, telling them what you will be<br />

looking for as you evaluate their completed<br />

Foldables graphic organizer.<br />

Leveled <strong>Chapter</strong> Tests<br />

• Form 1 assesses basic chapter concepts<br />

through multiple-choice questions and is<br />

designed for use with on-level students.<br />

• Form 2A is designed for on-level students<br />

and is primarily for those who may have<br />

missed the Form 1 test. It may be used<br />

as a retest for students who received<br />

additional instruction following the<br />

Form 1 test.<br />

• Form 2B is designed for students with<br />

a below-level command of the English<br />

language.<br />

• Form 2C is a free-response test designed<br />

for on-level students.<br />

• Form 2D is written for students with<br />

a below-level command of the English<br />

language.<br />

• Form 3 is a free-response test written for<br />

above-level students.<br />

• Extended-Response Test is an extended<br />

response test for on-level students.<br />

Student Recording Sheet This one-page<br />

recording sheet is for the standardized test<br />

in the Student Edition.<br />

Cumulative Standardized Test Practice<br />

This three-page test, aimed at on-level<br />

students, offers multiple-choice questions<br />

and free-response questions.<br />

Answers<br />

The answers for the Anticipation Guide and<br />

Lesson <strong>Resource</strong>s are provided as reduced<br />

pages with answers appearing in black. Full<br />

size line-up answer keys are provided for the<br />

Assessment <strong>Masters</strong>.<br />

v

Copyright © <strong>Macmillan</strong>/<strong>McGraw</strong>-<strong>Hill</strong>, a division of The <strong>McGraw</strong>-<strong>Hill</strong> Companies, Inc.<br />

5<br />

Name Date<br />

Graphic Organizer<br />

Use this graphic organizer to take notes on <strong>Chapter</strong> 5: More<br />

Multiplication Facts. Fill in the missing information.<br />

Extend the Pattern Name the Pattern<br />

5, 10, 15, 20, ,<br />

3, 6, 9, 12, ,<br />

2, 4, 6, 8, ,<br />

4, 8, 12, 16, ,<br />

6, 12, 18, 24, ,<br />

7, 14, 21, 28, ,<br />

9, 18, 27, 36, ,<br />

8, 16, 24, 32, ,<br />

Grade 3 1 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5<br />

Name Date<br />

This is an alphabetical list of new vocabulary terms you will learn<br />

in <strong>Chapter</strong> 5. As you study the chapter, complete each term’s<br />

definition or description. Remember to add the page number<br />

where you found the term. Add this page to your math study<br />

notebook to review vocabulary at the end of the chapter.<br />

array<br />

Student-Built Glossary<br />

Vocabulary Term<br />

Associative Property of<br />

Multiplication<br />

Commutative Property<br />

of Multiplication<br />

Found on<br />

Page Definition/Description/Example<br />

Grade 3 2 <strong>Chapter</strong> 5<br />

Copyright © <strong>Macmillan</strong>/<strong>McGraw</strong>-<strong>Hill</strong>, a division of The <strong>McGraw</strong>-<strong>Hill</strong> Companies, Inc.

Copyright © <strong>Macmillan</strong>/<strong>McGraw</strong>-<strong>Hill</strong>, a division of The <strong>McGraw</strong>-<strong>Hill</strong> Companies, Inc.<br />

5<br />

factor<br />

Identity Property of<br />

Multiplication<br />

pattern<br />

product<br />

Name Date<br />

Student-Built Glossary (continued)<br />

Grade 3 3 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

Name Date<br />

Dear Family,<br />

Today my 5 class started <strong>Chapter</strong> <strong>Chapter</strong> M 5: : More More Multiplication ultiplication F Facts. acts I<br />

will be learning to multiply by 3, 6, 7, 8, and 9. I will also be learning to<br />

use the associative and commutative properties of multiplication. Here<br />

are my vocabulary words and an activity that we can do together.<br />

Love, ______________________<br />

Key Vocabulary<br />

Associative Property of Multipli cation The<br />

property that states that the grouping of the<br />

factors does not change the product.<br />

3 × (6 × 2) = (3 × 6) × 2<br />

factor A number that divides into a whole<br />

number evenly. Also a number that is multiplied<br />

by another number. 8 is a factor of 24.<br />

product The answer to a multiplication<br />

problem. It also refers to expressing a number as<br />

product of its factors.<br />

Books to Read<br />

Spaghetti and Meatballs for All!<br />

by Marilyn Burns<br />

Each Orange Has 8 Slices<br />

by Paul Giganti, Jr.<br />

Activity<br />

Place 81 paperclips in a bowl.<br />

Take 9 paperclips and put them<br />

into a small plastic bag. How<br />

many small plastic bags will you<br />

need for all 81 paperclips? What if<br />

you put 18 paperclips in to each<br />

bag? How many bags would you<br />

need then?<br />

2 × 2 = Boo Multiplication Stories<br />

by Loreen Leedy<br />

Grade Grade 3 4 4 <strong>Chapter</strong> <strong>Chapter</strong> 5<br />

Copyright © <strong>Macmillan</strong>/<strong>McGraw</strong>-<strong>Hill</strong>, a division of The <strong>McGraw</strong>-<strong>Hill</strong> Companies, Inc.

Copyright © <strong>Macmillan</strong>/<strong>McGraw</strong>-<strong>Hill</strong>, a division of The <strong>McGraw</strong>-<strong>Hill</strong> Companies, Inc.<br />

Name Date<br />

Estimada familia:<br />

Hoy mi clase 5 comenzó el Capítulo Capítulo o 5: : Más Más operaciones cperaciones l m con on la a multiultiplicación.plicación Aprenderé a multiplicar por 3, 6, 7, 8 y 9 y también a usar la<br />

propiedad asociativa y la propiedad conmutativa de la multiplicación. A<br />

continuación, están mis palabras de vocabulario y una actividad que<br />

podemos hacer juntos.<br />

Cariños, ___________________<br />

Vocabulario clave<br />

Propiedad asociativa de la<br />

multiplicación Propiedad que establece<br />

que la agrupación de los factores no altera<br />

el producto. 3 × (6 × 2) = (3 × 6)<br />

× 2<br />

Factor: Número que divide exactamente a<br />

otro número entero. También es un número<br />

multiplicado por otro número.<br />

8 es un factor de 24<br />

Producto: Respuesta a un problema<br />

de multiplicación. También se refiere a la<br />

expresión de un número como el producto<br />

de sus factores.<br />

Libros recomendados<br />

Spaghetti and Meatballs for All!<br />

de Marilyn Burns<br />

Each Orange Has 8 Slices<br />

de Paul Giganti, Jr.<br />

Actividad<br />

Coloquen 81 clips en un tazón.<br />

Separen 9 en una bolsita plástica.<br />

¿Cuántas bolsitas necesitarán<br />

para los 81 clips? ¿Qué pasaría si<br />

usaran bolsas plásticas más<br />

grandes donde cupieran 18 clips?<br />

¿Cuántas bolsas necesitarían<br />

entonces?<br />

2 × 2 = Boo Multiplication Stories<br />

de Loreen Leedy<br />

Grade Grade 3 3 5 5 <strong>Chapter</strong> <strong>Chapter</strong> 5 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5<br />

Name Date<br />

Anticipation Guide<br />

More Multiplication Facts<br />

STEP 1 Before you begin <strong>Chapter</strong> 5<br />

• Read each statement.<br />

• Decide whether you agree (A) or disagree (D) with the<br />

statement.<br />

• Write A or D in the first column OR if you are not sure whether<br />

you agree or disagree, write NS (not sure).<br />

STEP 1<br />

A, D, or NS Statement<br />

1. There is only way to multiply a number by 3.<br />

2. Organizing information in a table can help you to<br />

notice a pattern.<br />

3. 7 × 2 = 14 and 2 × 7 = 14<br />

4. You can use the doubles or near doubles strategy<br />

when one of the factors is odd.<br />

5. 9 × 8 = 72<br />

6. Looking for a pattern may be helpful in remembering<br />

the nines multiplication facts.<br />

7. The Associative Property of Multiplication states that<br />

the grouping of the factors does not change the<br />

product.<br />

8. Multiplication and addition are not helpful in<br />

extending a pattern.<br />

9. 9 × 9 = 99<br />

STEP 2 After you complete <strong>Chapter</strong> 5<br />

• Reread each statement and complete the last column by<br />

entering an A (agree) or a D (disagree).<br />

• Did any of your opinions about the statements change from the<br />

first column?<br />

• For those statements that you mark with a D, use a separate sheet<br />

of paper to explain why you disagree. Use examples, if possible.<br />

STEP 2<br />

A or D<br />

Grade 3 6 <strong>Chapter</strong> 5<br />

Copyright © <strong>Macmillan</strong>/<strong>McGraw</strong>-<strong>Hill</strong>, a division of The <strong>McGraw</strong>-<strong>Hill</strong> Companies, Inc.

5<br />

You will need:<br />

56 index cards<br />

Pens<br />

Name Date<br />

<strong>Chapter</strong> 5 Game<br />

Multiplication Concentration<br />

Copy the following multiplication sentences on separate index<br />

cards. Make two sets of each fact. You will have 56 cards all<br />

together.<br />

4 × 4 = 16 4 × 9 = 36 5 × 8 = 40 6 × 8 = 48 7 × 9 = 63 8 × 10 = 80<br />

4 × 5 = 20 4 × 10 = 40 5 × 9 = 45 6 × 9 = 54 7 × 10 = 70 9 × 9 = 81<br />

4 × 6 = 24 5 × 5 = 30 5 × 10 = 50 6 × 10 = 60 8 × 8 = 64 9 × 10 = 90<br />

4 × 7 = 28 5 × 6 = 30 6 × 6 = 36 7 × 7 = 49 8 × 9 = 72 10 × 10 = 100<br />

4 × 8 = 32 5 × 7 = 35 6 × 7 = 42 7 × 8 = 56<br />

1. Shuffle and place the cards face down in rows and columns.<br />

2. Turn over 2 cards and say the multiplication sentences aloud.<br />

3. Keep the cards if the multiplication sentences match and take<br />

another turn.<br />

4. Turn the cards face down if the multiplication sentences do<br />

not match. Then it’s the next player’s turn.<br />

5. The player with the most cards wins.<br />

4 9 = 36<br />

6 6 = 36<br />

Grade 3 7 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–1<br />

Name Date<br />

Reteach<br />

Multiply by 3<br />

There are different ways to find answers for multiplication<br />

problems. One way is to use models to represent the problem.<br />

Find 3 × 4.<br />

Using Models Using Paper and Pencil<br />

Number of<br />

Groups<br />

Number in Each<br />

Group<br />

3NS2.2<br />

Total<br />

3 × 4 = 12<br />

3 groups of 4 cubes factor factor product<br />

Use models to find the total number.<br />

1. 2.<br />

3 groups of 5 = 4 groups of 3 =<br />

3. 4 × 5 = 4.<br />

3 groups of 7 =<br />

5. 3 × 6 = 6. 8 × 3 =<br />

7. 3 groups of 3 = 8. 4 groups of 3 =<br />

9. 3 groups of 2 = 10. 9 groups of 3 =<br />

Grade 3 8 <strong>Chapter</strong> 5<br />

5–1<br />

Multiply.<br />

Name Date<br />

Skills Practice<br />

Multiply by 3<br />

1. 3 × 10 = 2. 5 × 3 =<br />

3. 3 × 8 = 4. 6 × 3 =<br />

5. 7 × 3 = 6. 3 × 9 =<br />

7. 2 × 3 = 8. 1 × 3 =<br />

9. 0 × 3 = 10. 3 × 7 =<br />

11. 8 × 3 = 12. 3 × 6 =<br />

13. 3 × 5 = 14. 4 × 3 =<br />

15. 3 × 4 = 16. 3 × 8 =<br />

ALGEBRA Complete each table.<br />

17.<br />

Solve.<br />

Rule: multiply by 3<br />

Input<br />

3<br />

6<br />

1<br />

Output<br />

30<br />

0<br />

Grade 3 9 <strong>Chapter</strong> 5<br />

18.<br />

Rule: multiply by 3<br />

Input<br />

9<br />

7<br />

Output<br />

19. Jay has 3 bags of fruit. Each bag has 8 pieces of fruit. How<br />

many pieces of fruit does Jay have altogether?<br />

20. Heather has 3 bags of pretzels. Each bag has 6 pretzels. How<br />

many pretzels does Heather have altogether?<br />

12<br />

6<br />

24<br />

3NS2.2<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–1<br />

Multiply.<br />

Name Date<br />

Homework Practice<br />

Multiply by 3<br />

1. 3 × 3 = 2. 3 × 5 =<br />

3. 5 × 3 = 4. 9 × 3 =<br />

5. 4 × 3 = 6. 10 × 3 =<br />

7. 8 × 3 = 8. 3 × 7 =<br />

9. 6 × 3 = 10. 1 × 3 =<br />

Solve.<br />

11. The parking lot has 3 rows of cars. There are 6 cars in each<br />

row. How many cars are in the parking lot?<br />

12. Mary has 3 dimes in her pocket. Each dime equals<br />

10 pennies. If she traded her dimes for pennies, how many<br />

pennies would she have?<br />

Multiply. (Lesson 4–9)<br />

13. 0 × 3 = 14. 1 × 5 =<br />

15. 1 × 6 = 16. 0 × 9 =<br />

17. 0 × 1 = 18. 2 × 0 =<br />

19. 8 × 1 = 20. 1 × 0 =<br />

21. 1 × 4 = 22. 2 × 1 =<br />

23. 5 × 0 = 24. 0 × 1 =<br />

3NS2.2<br />

Grade 3 10 <strong>Chapter</strong> 5<br />

5–1<br />

Solve.<br />

Name Date<br />

Problem-Solving Practice<br />

Multiply by 3<br />

1. Sean and Dave are playing with toy racecars. Sean has his<br />

cars lined up in 3 rows. He has 5 cars in each row. How<br />

many cars does he have in all?<br />

2. Dave has 4 rows of cars lined up. He has 3 cars in each row.<br />

How many cars does Dave have in all?<br />

3. The boys are sharing some special cars. They have 2 rows of<br />

special cars with 3 in each row. How many special cars do<br />

they have in all?<br />

4. Dave’s mom said that she would buy them more special cars.<br />

These cars cost $3 each. If she buys the boys 3 more, how<br />

much will she have to spend?<br />

5. The boys used their building blocks to create a wall for the<br />

cars to drive through. They plan to stack the blocks 3 across<br />

and 9 up. How many blocks do they need to build the wall?<br />

6. After they finish the wall, Dave and Sean each have 3 extra<br />

blocks. Two of these blocks are broken. How many extra<br />

blocks do they have left that are not broken?<br />

3NS2.2<br />

Grade 3 11 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–1<br />

Name Date<br />

Enrich<br />

The Birthday Party<br />

Karlie, Keri, and Kristie are triplets. They are having a<br />

birthday party. Read each problem. Draw a picture for each<br />

number sentence. Use a separate sheet of paper if you<br />

need more room. Then write a number sentence that helps<br />

answer questions 1–4.<br />

1. Each girl wants to invite six different friends to the party. How<br />

many friends will be invited to the party?<br />

2. The girls’ dad is making a jewelry box for each girl. Each box<br />

has four sides, a bottom, and a lid that opens. How many<br />

sides for the jewelry boxes will he make?<br />

3. Their aunt is knitting sweaters for the girls. She is buying<br />

eight flowered buttons to put on each sweater. How many<br />

buttons does she need to buy?<br />

4. The girls are going to be 9 years old. They will blow out the<br />

candles on their cake together. If their mom wants to buy<br />

one set of nine candles for each girl to put on the cake, how<br />

many candles does she need to buy?<br />

3NS2.2<br />

Grade 3 12 <strong>Chapter</strong> 5<br />

5–2<br />

Name Date<br />

Reteach<br />

Multiply by 6<br />

You can use facts that you already know to help you multiply by 6.<br />

Find 7 × 6 by doubling 7 × 3.<br />

3NS2.2<br />

7 groups of 6 = 7 groups of 3 plus 7 groups of 3<br />

7 × 6 = 7 × 3 + 7 × 3<br />

= 21 + 21 = 42<br />

Write a multiplication sentence for the picture.<br />

1. 2. 3.<br />

Multiply.<br />

= +<br />

4. 6 × 3 = 5. 6 × 5 = 6. 6 × 6 =<br />

7. 6 × 8 = 8. 6 × 1 = 9. 6 × 2 =<br />

10. 9 × 6 = 11. 6 × 7 = 12. 6 × 4 =<br />

13. 3 × 9 = 14. 3 × 3 = 15. 7 × 3 =<br />

16. 3 × 5 = 17. 3 × 8 = 18. 6 × 3 =<br />

Grade 3 13 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–2<br />

Multiply.<br />

Name Date<br />

Skills Practice<br />

Multiply by 6<br />

1. 6 × 5 = 2. 6 × 7 =<br />

3. 9 × 6 = 4. 3 × 6 =<br />

5. 6 × 6 = 6. 7 × 6 =<br />

7. 1 × 6 = 8. 6 × 2 =<br />

9. 8 × 6 = 10. 10 × 6 =<br />

11. 3 × 6 = 12. 6 × 4 =<br />

13. 5 × 6 = 14. 6 × 3 =<br />

15. 6 × 8 = 16. 6 × 7 =<br />

17. 4 × 6 = 18. 6 × 9 =<br />

ALGEBRA Find each missing number.<br />

19. 5 × = 30 20. 9 × = 54<br />

21. 8 × = 24 22. 6 × = 42<br />

23. 6 × = 48 24. 9 × = 27<br />

ALGEBRA Find each rule.<br />

25. Rule: Multiply by<br />

Rule: Multiply by<br />

Input<br />

6<br />

7<br />

8<br />

9<br />

Output<br />

36<br />

42<br />

48<br />

54<br />

26. Rule: Multiply by<br />

Rule: Multiply by<br />

3NS2.2<br />

Output<br />

Grade 3 14 <strong>Chapter</strong> 5<br />

Input<br />

6<br />

7<br />

8<br />

48<br />

56<br />

64<br />

5–2<br />

Multiply.<br />

Name Date<br />

Homework Practice<br />

Multiply by 6<br />

1. 6 × 4 = 2. 3 × 6 =<br />

3. 6 × 8 = 4. 4 × 6 =<br />

5. 6 × 0 = 6. 6 × 1 =<br />

7. 6 × 9 = 8. 9 × 6 =<br />

9. 5 × 6 = 10. 7 × 6 =<br />

Solve.<br />

11. Brad’s rabbit has 6 whiskers on both sides of its face. How<br />

many whiskers does the rabbit have on its face?<br />

12. Jan has 4 insects in a jar. Each insect has 6 legs. How many<br />

legs in all?<br />

Multiply. (Lesson 5–1)<br />

13. 3 × 9 = 14. 3 × 7 =<br />

15. 6 × 3 = 16. 5 × 3 =<br />

17. 4 × 3 = 18. 8 × 3 =<br />

19. 0 × 3 = 20. 7 × 3 =<br />

21. 3 × 2 = 22. 3 × 4 =<br />

23. 3 × 8 = 24. 9 × 3 =<br />

3NS2.2<br />

Grade 3 15 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–2<br />

Solve.<br />

Name Date<br />

Problem-Solving Practice<br />

Multiply by 6<br />

1. Cindy and Mandy went to the beach. They each found<br />

6 starfish. How many starfish do they have in all?<br />

2. Each of the 6 starfish has 5 arms. The girls counted them all.<br />

How many starfish arms did the girls count?<br />

3. The girls made a sandcastle with 3 waterways leading to<br />

each of their 6 towers. How many waterways did they dig<br />

altogether?<br />

4. The girls each carried 6 pails with them to the beach. They<br />

found out that they really did not need so many pails, so they<br />

let a group of children use 4 of their pails. How many pails<br />

do the girls still have left to use?<br />

5. Cindy has 6 dimes that she can spend on stickers. Each<br />

sticker costs 5¢.<br />

Does she have enough money to buy 6 stickers? Explain.<br />

6. Write a problem that can be solved by multiplying by 6.<br />

3NS2.2<br />

Grade 3 16 <strong>Chapter</strong> 5<br />

5–2<br />

Name Date<br />

Enrich<br />

Multiply by 6<br />

Find the missing factor for each problem. Draw an array<br />

or a picture that matches the problem. Then use words to<br />

write a number sentence for each drawing.<br />

Find the Factors Show the Problem Write It in Words<br />

1. 6 × = 18<br />

2. 6 × = 30<br />

3. 2 × = 12<br />

4. 24 = × 6<br />

5. × = 36<br />

3NS2.2<br />

Grade 3 17 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–3<br />

Name Date<br />

Reteach<br />

Look for a Pattern<br />

Problem-Solving Strategy<br />

3MR1.1, 3AF2.2<br />

Liz created a castle with pink towers and blue flags. On the first tower, she has<br />

2 flags. The second tower has 4 flags, and the third tower has 8. If she keeps the<br />

pattern up, how many flags are on the fourth tower?<br />

Step 1<br />

Understand<br />

Step 2<br />

Plan<br />

Step 3<br />

Solve the problem.<br />

Step 4<br />

Check<br />

Think: What is<br />

added, subtracted<br />

or multiplied?<br />

What do you know?<br />

There are 2 flags on the first tower.<br />

There are 4 flags on the second tower.<br />

There are 8 flags on the third tower.<br />

What do you need to find out?<br />

How many flags will be on the fourth tower?<br />

Organize the data in a table. What are your<br />

columns? The towers<br />

What is in the row under each column? The<br />

number of flags<br />

Tower 1 Tower 2 Tower 3 Tower 4<br />

What is done to 2 to get 4 ? 2 was added to get 4 OR<br />

2 was multiplied to get 4.<br />

What was done to 4 to get 8 ? 4 was multiplied by 2.<br />

What was done to both the first and the second<br />

number? They were both multiplied by 2.<br />

Repeat the steps for tower 3 to check your rule. Then<br />

repeat for the fourth tower. Multiply 8 by 2. 16 flags<br />

will be on the fourth tower.<br />

Look back at your answer. Does it make sense ? Why ?<br />

Grade 3 18 <strong>Chapter</strong> 5<br />

?<br />

5–3<br />

Name Date<br />

Practice by following the steps.<br />

Fred is putting pictures in a scrapbook. He uses a pattern of<br />

groups of space and sports pictures. Each group has 1 space<br />

picture and 3 sports pictures. If the pattern continues, how many<br />

sports pictures will he use in all if there are a total of 24 pictures?<br />

Step 1<br />

Understand<br />

Step 2<br />

Plan<br />

Step 3<br />

Solve<br />

Step 4<br />

Check<br />

Reteach<br />

Problem -Solving Strategy (continued)<br />

You know: There is 1 space picture in each group. There are 3<br />

sports pictures in each group.<br />

You need to find out:<br />

How many will be used?<br />

Organize the data in a table. What are your columns? The<br />

groups. There are 4 pictures in each group and 24 pictures in all.<br />

4 × = 24. You need columns.<br />

What is in the row under each column? The number of space<br />

and sports pictures in each group.<br />

Look for the pattern. Since the same group repeats,<br />

the number of sports pictures by 6.<br />

Multiply 3 by 6.<br />

3MR1.1, 3AF2.2<br />

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6<br />

1 space 1 space 1 space 1 space 1 space 1 space<br />

3 sports<br />

3 sports<br />

3 sports<br />

3 sports<br />

3 sports<br />

6 groups of 3 sports pictures equal sports pictures.<br />

3 sports<br />

Grade 3 19 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–3<br />

Name Date<br />

Skills Practice<br />

Problem-Solving Strategy<br />

Solve. Use the look for a pattern strategy.<br />

1. A dancer practices 3 days in a row<br />

and then takes one day off to rest.<br />

She has a show in two weeks. If<br />

she practices on the first 3 days,<br />

and takes the 4th day off, how<br />

many times will she practice in<br />

14 days?<br />

3. The marching band lines up in<br />

rows. The first row has 2 people.<br />

The second row has 4 people.<br />

The third row has 6 people.<br />

If this pattern continues, how<br />

many people will be in the fifth<br />

row?<br />

Mixed Strategy Review<br />

5. Ken takes piano lessons. The 1st<br />

week, he practices 20 minutes<br />

each day. The 2nd week, he<br />

practices 40 minutes each day. The<br />

3rd week, he practices 1 hour each<br />

day. If this pattern continues, how<br />

many minutes will he practice each<br />

day in the 5th week?<br />

3MR1.1, 3AF2.2<br />

2. The concert hall offers specials on<br />

tickets. When you buy 5 tickets,<br />

you get 1 other ticket free. When<br />

you buy 10 tickets, you get 2 other<br />

tickets free. Lyddie got 4 tickets<br />

free. How many tickets did she<br />

buy?<br />

4. The Portsmouth Players perform<br />

2 daytime shows and 3 evening<br />

shows per week. Their current<br />

play will run for 30 shows. How<br />

many of the shows will be daytime<br />

shows?<br />

6. A theater seat in the orchestra costs<br />

$32. A balcony seat costs $14. How<br />

much more does an orchestra seat<br />

cost than a balcony seat?<br />

Grade 3 20 <strong>Chapter</strong> 5<br />

5–3<br />

Solve.<br />

Name Date<br />

Homework Practice<br />

Problem-Solving Strategy<br />

1. Every home on Main Street has a dog and other pets.<br />

The first house has 1 dog and 1 cat. The second house<br />

has 1 dog and 2 cats. The third house has 1 dog and<br />

3 rabbits. The fourth house has 1 dog and 4 angel fish. If the<br />

pattern continues, the fifth house has 1 dog and how many<br />

hamsters?<br />

2. Ann is a pet babysitter. She gets paid to help the families<br />

on Main Street with their pets every day. The first week she<br />

earned $2. The second week she earned $4. The third week<br />

she earned $6. The fourth, $8. What did she earn by the<br />

seventh week?<br />

3. Ann decided to set up a pet parade. She had the pet owners<br />

walk in rows with their pets. In the first row she put<br />

1 owner with 1 pet. The second row had 2 owners with<br />

1 pet each. The third row had 1 pet owner and 2 pets. The<br />

fourth row had 2 pet owners with 2 pets each. The fifth row<br />

had 1 pet owner with 3 pets. If the pattern continues, what<br />

did the sixth row have?<br />

Multiply. (Lesson 5–2)<br />

4. 3 × 6 = 5. 4 × 6 =<br />

6. 6 × 6 = 7. 7 × 6 =<br />

3MR1.1, 3AF2.2<br />

Grade 3 21 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–3<br />

Carmen<br />

Zack<br />

Jenna<br />

April<br />

Carlos<br />

Name Date<br />

Enrich<br />

Favorite Numbers<br />

36 80 24 30 63<br />

Read each clue. If the answer is “yes,” draw an “O” in the<br />

box. If the answer is “no,” draw an “X” in the box. Then fill<br />

in the correct answers below.<br />

Carmen’s favorite number is more than 1 × 6 × 8 but less than 8 × 8.<br />

Zack’s favorite number is the product of each of these multiplication<br />

facts 8 × 3, 6 × 4, or 2 × 12.<br />

Carlos’ favorite number would belong in the patterns 5, 10, 15 . . .<br />

and 6, 12, 18 . . .<br />

3MR1.1, 3AF2.2<br />

Jenna’s favorite number is a multiple of 10 that is greater than 5 × 8.<br />

April’s favorite number is the product of two equal factors that when added<br />

together equal twelve.<br />

Carmen’s favorite number is . Zack’s favorite number is . Jenna’s<br />

favorite number is . April’s favorite number is . Carlos’ favorite<br />

number is .<br />

Grade 3 22 <strong>Chapter</strong> 5

5–4<br />

Name Date<br />

Reteach<br />

Multiply by 7<br />

You can add on to a known fact to find a new fact.<br />

Find 7 × 3 by finding (6 × 3) + (1 × 3).<br />

= +<br />

3NS2.2<br />

7 groups of 3 = 6 groups of 3 plus 1 group of 3<br />

7 × 3 = 6 × 3 + 1 × 3<br />

= 18 + 3 = 21<br />

Write a multiplication sentence for the picture.<br />

1. 2. 3.<br />

Find each product .<br />

4. 3 × 7 = 5. 5 × 7 = 6. 7 × 7 =<br />

7. 8 × 7 = 8. 7 × 6 = 9. 7 × 9 =<br />

10. 9 × 7 = 11. 4 × 7 = 12. 7 × 1 =<br />

13. 6 × 7 = 14. 3 × 7 = 15. 0 × 7 =<br />

16. 7 × 4 = 17. 1 × 7 = 18. 2 × 7 =<br />

Grade 3 23 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–4<br />

Name Date<br />

Skills Practice<br />

Multiply by 7<br />

Write multiplication sentences.<br />

1. How many train cars? 2. How many fingers?<br />

Multiply.<br />

3NS2.2<br />

3. 7 4. 7 5. 7 6. 7 7. 5 8. 2<br />

____ × 3 ____ × 6<br />

____ × 9<br />

____ × 7<br />

____ × 7<br />

____ × 7<br />

9. 7 × 4 = 10. 7 × 5 = 11. 7 × 1 =<br />

ALGEBRA Complete the table.<br />

12. 13.<br />

Rule: Multiply by 7 Rule:<br />

Solve.<br />

Input Output<br />

7<br />

35<br />

42<br />

56<br />

Input Output<br />

14. Jason read about trains for 2 hours each day for 1 week. How many hours<br />

did Jason read?<br />

Grade 3 24 <strong>Chapter</strong> 5<br />

3<br />

7<br />

Multiply by 7<br />

35<br />

63<br />

5–4<br />

Multiply.<br />

Name Date<br />

Homework Practice<br />

Multiply by 7<br />

1. 7 × 3 = 2. 5 × 7 =<br />

3. 6 × 7 = 4. 7 × 7 =<br />

5. 7 × 8 = 6. 9 × 7 =<br />

7. 4 × 7 = 8. 7 × 6 =<br />

9. 7 × 10 = 10. 7 × 1 =<br />

11. 7 × 0 = 12. 7 × 5 =<br />

13. 7 × 4 = 14. 7 × 9 =<br />

ALGEBRA Find each missing number.<br />

15. 8 × = 56 16. 7 × = 35<br />

17. × 7 = 14 18. × 7 = 49<br />

Solve. Use the look for a pattern strategy. (Lesson 5–3)<br />

19. Fred buys and sells sports cards. Week 1, he bought 10 cards<br />

and sold 2. Week 2, he bought 10 more and sold 2, giving<br />

him 16. Week 3, he bought 10 more and sold 2, giving him<br />

24. If the pattern continued, how many cards did he have by<br />

the end of Week 4?<br />

20. Fred collected football, basketball, and baseball cards. He<br />

has a total of 50 cards, with an equal number of football<br />

and basketball cards. He has 20 baseball cards. How many<br />

football cards does he have?<br />

3NS2.2<br />

Grade 3 25 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–4<br />

Solve.<br />

Name Date<br />

Problem-Solving Practice<br />

Multiply by 7<br />

1. The Martins will buy 2 new tires for<br />

each of their 7 bicycles. How many<br />

new tires will they buy?<br />

3. Each house on Alpine Street<br />

has 7 front windows. There are<br />

3 houses on each side of the<br />

street. How many front windows<br />

are there in all?<br />

5. Nell bought 3 pairs of white socks<br />

and 4 pairs of black socks. Each<br />

pair cost $6. Then she bought a<br />

$5.75 hat. She got back $12.25 in<br />

change. How much did Nell give<br />

to the cashier to pay for the socks<br />

and hat ? Show your work.<br />

3NS2.2<br />

2. It takes Cally 3 minutes to paint<br />

each slat on a fence. There are<br />

7 slats in each section of the fence.<br />

How long will it take Cally to paint<br />

each section of the fence?<br />

4. Mario will go on vacation for<br />

8 weeks this summer. For how<br />

many days will Mario be on<br />

vacation?<br />

6. There are an equal number of<br />

cars and bicycles in the garage. If<br />

there are 42 tires in all, how many<br />

bicycles and cars are in the garage?<br />

Explain.<br />

Grade 3 26 <strong>Chapter</strong> 5<br />

5–4<br />

Name Date<br />

Enrich<br />

Lucky Seven Store<br />

The Lucky Seven Store sells every item in the store for 7 cents each.<br />

1. Alvin wants to buy 3 bags of marbles and 2 pencils. How<br />

much will they cost? Write two number sentences to show<br />

how much for each.<br />

cents<br />

cents<br />

Write one number sentence to show how much the items<br />

will cost in all.<br />

cents<br />

2. Clare bought 7 buttons, a bottle of glitter, and a stuffed toy.<br />

How much did they cost? Write three number sentences to<br />

show how much for each.<br />

cents<br />

cents<br />

cents<br />

Write one number sentence to show how much the items<br />

cost in all.<br />

cents<br />

3. How many items could be purchased with a one dollar bill?<br />

items<br />

4. How many items could be purchased with a five dollar bill?<br />

items<br />

3NS2.2<br />

Grade 3 27 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–5<br />

Name Date<br />

Reteach<br />

Multiply by 8<br />

You can use facts that you already know to help you<br />

multiply by 8.<br />

Find 6 × 8 by doubling 6 × 4.<br />

6 groups of 8 = 6 groups of 4 plus 6 groups of 4<br />

6 × 8 = 6 × 4 + 6 × 4<br />

= 24 + 24 = 48<br />

Write a multiplication sentence for each picture.<br />

1. 2.<br />

Multiply.<br />

= +<br />

3. 2 × 8 = 4. 0 × 8 = 5. 8 × 5 =<br />

6. 8 × 6 = 7. 8 × 1 = 8. 8 × 7 =<br />

9. 5 × 8 = 10. 8 × 4 = 11. 3 × 8 =<br />

3NS2.2<br />

Grade 3 28 <strong>Chapter</strong> 5<br />

5–5<br />

Multiply.<br />

Name Date<br />

Skills Practice<br />

Multiply by 8<br />

1. 7 × 8 = 2. 5 × 8 =<br />

3. 8 × 7 = 4. 8 × 8 =<br />

5. 9 × 8 = 6. 8 × 3 =<br />

7. 4 × 8 = 8. 6 × 8 =<br />

9. 8 × 10 = 10. 8 × 1 =<br />

11. 8 × 0 = 12. 8 × 5 =<br />

13. 8 × 4 = 14. 8 × 9 =<br />

15. 2 × 8 = 16. 9 × 8 =<br />

ALGEBRA Find each missing number.<br />

17. × 8 = 64 18. × 6 = 48<br />

19. × 5 = 40 20. × 8 = 24<br />

21. × 8 = 32 22. × 8 = 56<br />

23. × 8 = 64 24. × 8 = 48<br />

25. × 8 = 0 26. × 9 = 72<br />

Solve.<br />

27. Justin is going to a baseball game with 8 other boys. The<br />

tickets cost $5. How much will it cost for all 9 boys to watch<br />

the game?<br />

28. Mike worked 8 hours washing cars for Mr. Smith. Mr. Smith<br />

paid him $4 an hour. How much did Mike earn?<br />

3NS2.2<br />

Grade 3 29 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–5<br />

Multiply.<br />

Name Date<br />

Homework Practice<br />

Multiply by 8<br />

1. 8 × 3 = 2. 5 × 8 =<br />

3. 6 × 8 = 4. 7 × 8 =<br />

5. 8 × 8 = 6. 9 × 8 =<br />

7. 4 × 8 = 8. 8 × 6 =<br />

9. 8 × 10 = 10. 8 × 1 =<br />

11. 8 × 0 = 12. 8 × 5 =<br />

13. 8 × 4 = 14. 8 × 9 =<br />

ALGEBRA Find each missing number.<br />

15. 8 × = 64 16. 7 × = 56<br />

17. × 8 = 24 18. × 8 = 64<br />

Multiply. (Lesson 5–4)<br />

19. 7 × 5 = 20. 4 × 7 =<br />

21. 10 × 7 = 22. 7 × 7 =<br />

23. 7 × 8 = 24. 9 × 7 =<br />

25. 2 × 7 = 26. 7 × 6 =<br />

Solve. (Lesson 5–3)<br />

3NS2.2<br />

27. Fred has collected a total of 80 cards. A display of Fred’s cards includes<br />

2 rows of football cards with 15 in each row. In front of the football cards<br />

are 3 rows of baseball cards with 10 in each row. In front of the baseball<br />

cards are 4 rows of basketball cards. If the pattern continues, how many<br />

basketball cards are in each of the 4 rows?<br />

Grade 3 30 <strong>Chapter</strong> 5<br />

5–5<br />

Solve.<br />

Name Date<br />

Problem-Solving Practice<br />

Multiply by 8<br />

1. Find the total number of dolphins if there are 8 groups of<br />

dolphins with 5 dolphins in each group.<br />

2. A dolphin has 4 fins. How many total fins do 8 dolphins<br />

have?<br />

3. Eight dolphins are swimming around a tour boat. Each<br />

dolphin swims around the boat 8 times. How many times did<br />

all the dolphins swim around the boat?<br />

4. The 8 tourists on the boat were able to touch 4 dolphins<br />

each. What was the total number of times a dolphin got<br />

touched?<br />

5. Using their tail fins, 7 dolphins jumped in the air 8 times.<br />

What was the total number of jumps the dolphins made?<br />

6. Eight tourists each took 3 photos of the dolphins. How many<br />

dolphin photos were taken in all?<br />

3NS2.2<br />

Grade 3 31 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–5<br />

Name Date<br />

Enrich<br />

Roll of the Number Cube Times 8<br />

Four friends are playing a game. Each gets to roll a pair of<br />

number cubes. After each roll, they multiply the number on the<br />

cubes by 8. They are trying to get to 80 without going over. Each<br />

person gets two chances to roll. Look at what each person got on<br />

two rolls.<br />

1. Carlos<br />

2. Melanie<br />

3. Eric<br />

4. Marie<br />

5. How much did each person get? (Hint: Find the value of each<br />

roll for each person. Add the total that each person got.)<br />

Carlos Eric<br />

Melanie Marie<br />

6. Who won?<br />

7. What is a faster way to find out who won without finding<br />

each value, adding each person’s rolls, and comparing them?<br />

3NS2.2<br />

Grade 3 32 <strong>Chapter</strong> 5<br />

5–6<br />

Name Date<br />

Reteach<br />

Multiply by 9<br />

Here is a strategy you can use when multiplying by 9.<br />

You can multiply the number by 10 and then subtract the<br />

number to find a new fact.<br />

Find 9 × 7.<br />

3NS2.2<br />

9 groups of 7 = 10 groups of 7 minus 1 groups of 7<br />

9 × 7 = 10 × 7 - 1 × 7<br />

Multiply.<br />

= -<br />

= 70 - 7 = 63<br />

1. 9 2. 9 3. 3 4. 9 5. 9 6. 6<br />

____ × 4 ____ × 5<br />

____ × 9<br />

____ × 7<br />

____ × 8<br />

____ × 9<br />

7. 9 × 2 = 8. 5 × 9 = 9. 9 × 4 =<br />

10. 6 × 9 = 11. 9 × 3 = 12. 9 × 1 =<br />

13. 9 × 9 = 14. 9 × 0 = 15. 9 × 8 =<br />

16. 2 × 9 = 17. 8 × 9 = 18. 3 × 9 =<br />

Grade 3 33 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–6<br />

Multiply.<br />

Name Date<br />

Skills Practice<br />

Multiply by 9<br />

3NS2.2<br />

1. 9 2. 9 3. 4 4. 9 5. 9 6. 9<br />

____ × 3 ____ × 8<br />

____ × 9<br />

____ × 1<br />

____ × 7<br />

____ × 5<br />

7. 9 8. 5 9. 9 10. 9 11. 9 12. 8<br />

____ × 2 ____ × 9<br />

____ × 0<br />

____ × 9<br />

____ × 6<br />

____ × 9<br />

13. 2 × 9 = 14. 4 × 9 = 15. 9 × 6 =<br />

16. 8 × 9 = 17. 9 × 1 = 18. 7 × 9 =<br />

19. 3 × 9 = 20. 9 × 9 = 21. 9 × 0 =<br />

22. 9 × 1 = 23. 7 × 9 = 24. 5 × 9 =<br />

25. 2 × 9 = 26. 0 × 9 = 27. 9 × 4 =<br />

28. 8 × 6 = 29. 3 × 8 = 30. 6 × 7 =<br />

31. 6 × 5 = 32. 7 × 3 = 33. 5 × 7 =<br />

34. 9 × 3 = 35. 8 × 7 = 36. 9 × 6 =<br />

Solve.<br />

37. Jordan saw 9 airplanes fly over<br />

his house every day last week.<br />

How many airplanes did Jordan<br />

see last week?<br />

38. The Sports Cap Company sent<br />

3 caps to each of the 9 starters on<br />

a baseball team. How many caps<br />

did the company send?<br />

Grade 3 34 <strong>Chapter</strong> 5<br />

5–6<br />

Multiply.<br />

Name Date<br />

Homework Practice<br />

Multiply by 9<br />

1. 9 × 3 = 2. 5 × 9 =<br />

3. 6 × 9 = 4. 7 × 9 =<br />

5. 9 × 8 = 6. 9 × 9 =<br />

7. 4 × 9 = 8. 9 × 6 =<br />

9. 9 × 10 = 10. 9 × 1 =<br />

11. 9 × 0 = 12. 9 × 5 =<br />

13. 9 × 4 = 14. 8 × 9 =<br />

ALGEBRA Find each missing number.<br />

15. 9 × = 72 16. 9 × = 36<br />

17. × 9 = 45 18. × 6 = 54<br />

Multiply. (Lesson 5–5)<br />

19. 8 × 5 = 20. 8 × 7 =<br />

21. 10 × 8 = 22. 7 × 8 =<br />

23. 7 × 8 = 24. 9 × 8 =<br />

25. 2 × 8 = 26. 8 × 6 =<br />

27. 8 × 10 = 28. 8 × 1 =<br />

ALGEBRA Complete the table.<br />

29.<br />

Factor 4 9 9 9<br />

Factor 9<br />

Product 45 63 81<br />

3NS2.2<br />

Grade 3 35 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–6<br />

Solve<br />

Name Date<br />

Problem-Solving Practice<br />

Multiply by 9<br />

1. Jose spends $9 on lunch each<br />

day. How much does he spend for<br />

lunch in 2 days?<br />

3. On Mr. Dugan’s farm, 9 cows can<br />

be milked in an hour. Mr. Dugan<br />

says that 45 cows will be milked in<br />

5 hours. Is he correct? Explain.<br />

5. For the school talent contest,<br />

9 singers will perform for<br />

3 minutes each. Then 5 dancers<br />

will perform for 4 minutes each.<br />

How many minutes will it take for<br />

the singers and dancers to perform<br />

in all?<br />

3NS2.2<br />

2. Carmen’s parrot eats 9 crackers a<br />

day. How many crackers will it eat<br />

in 4 days?<br />

4. The So Rich cookie factory can<br />

bake 9 chocolate chip cookies<br />

a minute. Can the factory fill an<br />

order for 80 cookies in 9 minutes?<br />

Explain.<br />

6. Ty works 9 hours a day and earns<br />

$6 an hour. Cal works 6 hours a<br />

day and earns $9 an hour. If they<br />

both work 5 days per week, who<br />

earns more money?<br />

Who works longer? Explain.<br />

Grade 3 36 <strong>Chapter</strong> 5<br />

5–6<br />

Name Date<br />

Enrich<br />

Find the Products for the Nines<br />

Write the products for the 9s. Find each product in the picture.<br />

Use a blue crayon or colored pencil to shade or color all the<br />

numbers that make up the products of the fact families for the<br />

9s. Shade all other numbers with the colors of your choice.<br />

9 × 1 = 9 × 6 = 9 × 2 =<br />

9 × 7 = 9 × 3 = 9 × 8 =<br />

9 × 4 = 9 × 9 = 9 × 5 =<br />

9 × 10 =<br />

5<br />

17<br />

13<br />

71<br />

27<br />

37<br />

10<br />

36<br />

64 55<br />

18<br />

72<br />

90<br />

What do you notice about the products of the numbers 1 – 10<br />

multiplied by 9? (Hint: look for a pattern.)<br />

54<br />

38<br />

91<br />

81<br />

9<br />

If you add the digits of each product you found, what is the sum of each? For<br />

example, what is the sum of the digits in 18?<br />

45<br />

63<br />

Grade 3 37 <strong>Chapter</strong> 5<br />

34<br />

73<br />

21<br />

29<br />

19<br />

8<br />

47<br />

3NS2.2<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–7<br />

Name Date<br />

Reteach<br />

Choose a Strategy<br />

Problem–Solving Investigation<br />

Juan has pieces of wood. The first piece of wood is 8 inches. The<br />

second piece of wood is 16 inches. The third piece of wood is<br />

24 inches. If this pattern continues, what will be the length of<br />

the twelfth piece of wood?<br />

Step 1<br />

Understand<br />

Step 2<br />

Plan<br />

• Logical Reasoning<br />

• Draw a Picture or<br />

Diagram<br />

• Make a Graph<br />

• Act It Out<br />

• Make a Table or<br />

List<br />

• Find a Pattern<br />

• Guess and Check<br />

• Write an Equation<br />

• Work Backward<br />

• Solve a Simpler<br />

Problem<br />

Be sure you understand the problem.<br />

What facts do you know?<br />

3MR1.1<br />

• The first piece of wood is inches.<br />

• The second piece of wood is inches.<br />

• The third piece of wood is inches.<br />

What do you need to find?<br />

• You need to find the length of<br />

Make a plan.<br />

Choose a strategy.<br />

You can find the pattern.<br />

You can also draw a picture. Show 12 pieces of wood.<br />

Use the pattern, and write the length of each piece<br />

next to the piece of wood.<br />

Grade 3 38 <strong>Chapter</strong> 5<br />

.<br />

5–7<br />

Name Date<br />

Reteach<br />

Step 3<br />

Solve Plan 1<br />

Step 4<br />

Check<br />

Solve.<br />

Problem–Solving Investigation (continued)<br />

Plan 2<br />

Carry out your plan.<br />

Find the pattern.<br />

8 16 24 The pattern is add 8.<br />

+8 +8<br />

3MR1.1<br />

Draw a picture of 12 pieces of wood. Write the length<br />

next to each piece.<br />

1<br />

7<br />

8<br />

56<br />

2<br />

8<br />

16<br />

64<br />

Grade 3 39 <strong>Chapter</strong> 5<br />

3<br />

9<br />

24<br />

72<br />

4<br />

10<br />

32<br />

80<br />

5<br />

11<br />

40<br />

88<br />

The twelfth piece of wood is inches.<br />

Is the solution reasonable?<br />

Reread the problem.<br />

1. Jim has 5 packs of cards. There are<br />

15 cards in each pack. He gives 3<br />

of his packs away. How many cards<br />

does he have left ?<br />

How can you check your answer ?<br />

6<br />

12<br />

48<br />

96<br />

2. Winnie is making a quilt. The first<br />

section has 2 pieces of fabric.<br />

The second section has 5 pieces<br />

of fabric. The third section has<br />

8 pieces of fabric. If this pattern<br />

continues, how many pieces of<br />

fabric will be in the eighth section<br />

of the quilt ?<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–7<br />

Name Date<br />

Skills Practice<br />

Problem-Solving Investigation<br />

Choose a strategy to solve the problem.<br />

1. On Park Day, volunteers plant trees<br />

in the park. The first tree is 2 feet<br />

tall. The second tree is 4 feet tall.<br />

The third tree is 6 feet tall. Suppose<br />

this pattern continues. What will be<br />

the height of the fifth tree?<br />

3. Jenny takes a photo of the town<br />

square. She makes a square frame<br />

for the photo. Each of the 4 sides<br />

of the frame is 9 inches long. How<br />

many inches around is the frame?<br />

Mixed Strategy Review<br />

5. This year, a town sells tickets<br />

to the picnic to 252 adults and<br />

518 children. Last year, there were<br />

695 people at the picnic. How<br />

many more people are there this<br />

year than last year ?<br />

7. Write a problem that you could<br />

solve by drawing a picture or by<br />

finding a pattern. Share it with<br />

others.<br />

3MR1.1<br />

2. There are 8 rows of trees in the<br />

park. Each row has 8 trees. How<br />

many trees are there in all?<br />

4. Some volunteers are building<br />

picnic tables. Each table uses<br />

5 pieces of wood for the top,<br />

2 pieces of wood for the sides,<br />

and 6 pieces of wood for the rest<br />

of the table. How many pieces of<br />

wood are needed to make<br />

4 picnic tables?<br />

6. There are three groups of students<br />

making murals for the train station.<br />

Each group has 6 students. How<br />

many students are there in all?<br />

Grade 3 40 <strong>Chapter</strong> 5<br />

5–7<br />

Name Date<br />

Homework Practice<br />

Problem-Solving Investigation<br />

Solve. Use any strategy.<br />

1. Bob rode 2 miles on his bike for 9 days. What is the total<br />

number of miles he rode?<br />

2. Two toads are near the path. Together, they have 6 dark<br />

spots on them. The larger one has 2 times as many spots as<br />

the smaller one. How many spots does each one have?<br />

3. Mandy has $5. Becky has $5 more than Mandy. Sue has<br />

2 times as much as Becky. How much money do the girls<br />

have together?<br />

4. 36 students were standing in the lunch line. The principal<br />

gave the first girl a star. Then, he gave every sixth person in<br />

back of the girl a star. How many people got stars?<br />

Multiply. (Lesson 5–6)<br />

5. 9 × 6 = 6. 9 × 10 =<br />

7. 9 × 1 = 8. 9 × 0 =<br />

9. 9 × 7 = 10. 9 × 4 =<br />

11. 8 × 9 = 12. 9 × 9 =<br />

3MR1.1<br />

Grade 3 41 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–7<br />

Name Date<br />

Enrich<br />

Unlock the Pyramids<br />

Find the missing numbers in the patterns. Then multiply<br />

them together to unlock the top number of the pyramid.<br />

Under each pyramid, write multiplication sentence to show<br />

how you unlocked the pyramid.<br />

1.<br />

8 10<br />

4 6<br />

3. 4.<br />

5. Create your own pyramid for a friend to unlock.<br />

Grade 3 42 <strong>Chapter</strong> 5<br />

2.<br />

3MR1.1<br />

5–8<br />

Name Date<br />

Reteach<br />

Algebra: Associative Property<br />

3AF1.5<br />

You can use the properties of multiplication to multiply 3 numbers.<br />

Find 3 × 2 × 5.<br />

The Commutative Property of<br />

Multiplication<br />

When multiplying, the order of the<br />

factors does not change the product.<br />

3 × 2 × 5 = 30<br />

2 × 5 × 3 = 30<br />

5 × 2 × 3 = 30<br />

Find each product .<br />

You can use the<br />

Commutative<br />

Property to<br />

switch the order<br />

of the numbers<br />

3, 2, and 5.<br />

The Associative Property of<br />

Multiplication<br />

When multiplying, the grouping of the<br />

factors does not change the product.<br />

3 × 2 × 5 = 30<br />

3 × (2 × 5) = 30<br />

(3 × 2) × 5 = 30<br />

You can use<br />

the Associative<br />

Property to<br />

group two<br />

factors.<br />

1. 5 × 3 × 2 = 2. 2 × 2 × 6 = 3. 7 × 4 × 1 =<br />

4. 3 × 2 × 3 = 5. 5 × 4 × 2 = 6. 7 × 8 × 0 =<br />

7. 2 × 7 × 2 = 8. 3 × 6 × 2 = 9. 8 × 7 × 1 =<br />

10. 3 × 4 × 2 = 11. 6 × 3 × 3 = 12. 6 × 2 × 3 =<br />

13. 8 × 9 × 0 = 14. 6 × 5 × 0 = 15. 9 × 1 × 5 =<br />

Find each missing number.<br />

16. 5 × 2 × = 80 17. × 2 × 6 = 24<br />

18. 1 × 7 × 3 = 19. × 2 × 5 = 20<br />

Grade 3 43 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–8<br />

Find each product.<br />

Name Date<br />

Skills Practice<br />

Algebra: Associative Property<br />

1. 2 × 2 × 6 = 2. 1 × 8 × 4 =<br />

3. 9 × 3 × 2 = 4. 3 × 3 × 1 =<br />

5. 5 × 2 × 4 = 6. 9 × 1 × 0 =<br />

7. 6 × 3 × 1 = 8. 8 × 3 × 2 =<br />

9. 4 × × 4 = 32 10. 5 × × 1 = 45<br />

11. × 6 × 2 = 12 12. × 6 × 1 = 12<br />

13. 3 × × 4 = 24 14. 6 × 9 × = 0<br />

15. 1 × × 3 = 15 16. 5 × × 3 = 60<br />

Solve.<br />

17. Tony and his friends had a pizza party. They bought 2 pizzas,<br />

each cut into 8 slices. Tony put 3 slices of banana pepper on<br />

each piece. How many slices of banana peppers did he use?<br />

18. Tony also bought 3 packs of soda in cans. Each pack held<br />

6 cans. How many cans of soda did Tony buy?<br />

19. Which of the following does not belong with the other three?<br />

(1 × 3) × 2 = 1 × (3 × 2) (6 × 3) × 2 = 6 × (3 × 2)<br />

2 × (6 × 1) = (2 × 6) × 1 5 × (3 × 1) = (5 × 5) × 2<br />

3AF1.5<br />

Grade 3 44 <strong>Chapter</strong> 5<br />

5–8<br />

Find each product.<br />

Name Date<br />

Homework Practice<br />

Algebra: Associative Property<br />

1. 1 × 2 × 3 = 2. 5 × 2 × 4 =<br />

3. 8 × 2 × 2 = 4. 3 × 5 × 1 =<br />

5. 7 × 2 × 1 = 6. 8 × 8 × 0 =<br />

7. 3 × 3 × 7 = 8. 4 × 3 × 2 =<br />

ALGEBRA Find each missing number.<br />

9. 2 × × 2 = 4 10. 3 × × 1 = 12<br />

11. × 4 × 2 = 56 12. × 2 × 3 = 30<br />

Solve. (Lesson 5–7)<br />

13. Angie collects pairs of earrings. She hangs them on an earring<br />

tree. On the first row she hung 9 pairs, on the second row<br />

she hung 7 pairs, and on the third row she hung 5 pairs.<br />

If she continued this pattern, how many pairs would Angie<br />

hang on the fourth row? How many pairs of earrings does<br />

she have in all four rows?<br />

14. Fred made a display with a deck of playing cards. In the first<br />

row he used 6 cards. In the second row he used 12 cards. In<br />

the third row he used 18. In the fourth row, 24. If the pattern<br />

keeps up, how many cards will be in the sixth row?<br />

3AF1.5<br />

Grade 3 45 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–8<br />

Solve.<br />

Name Date<br />

Problem-Solving Practice<br />

Algebra: Associative Property<br />

1. Mallory and her 4 friends are setting up a lemonade stand.<br />

They each brought 2 bags of lemons. Each bag has 4 lemons.<br />

How many lemons do the girls have altogether?<br />

2. Mallory set up 2 tables with 3 containers of lemonade<br />

on each. Each container has 8 ice cubes. Write a number<br />

sentence to find the number of ice cubes she used.<br />

3. Two of Mallory’s friends were each serving three customers at<br />

each table. Write a number sentence to show the number of<br />

customers the girls were serving.<br />

4. Every hour, 5 people stopped for lemonade and spent $2<br />

each. After 4 hours, how much had the girls earned?<br />

5. At the end of the day, Mallory’s 4 friends each had two<br />

$5-bills. How much did Mallory’s friends earn altogether?<br />

3AF1.5<br />

Grade 3 46 <strong>Chapter</strong> 5<br />

5–8<br />

Name Date<br />

Enrich<br />

Algebra: Associative Property<br />

Help the leprechaun find his pot of gold. Start at the leprechaun.<br />

Find his path by multiplying numbers as you go. When all the<br />

numbers are in the correct path, the product is 45. Shade the<br />

path the leprechaun should follow.<br />

5<br />

5<br />

4<br />

2<br />

1<br />

3<br />

1<br />

45<br />

Grade 3 47 <strong>Chapter</strong> 5<br />

3<br />

5<br />

6<br />

2<br />

3AF1.5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–9<br />

Name Date<br />

Reteach<br />

Algebra: Find a Rule<br />

A rule tells you what to do. This works in math too.<br />

To build a boxcar, Bob needs to put 4 wheels on the corners<br />

of a wooden box. If he wanted to build 4 boxcars, how many<br />

wheels would he need?<br />

Step 1 Find a pattern.<br />

You know that 1 boxcar = 4 wheels.<br />

So, 2 boxcars = 8 wheels.<br />

The pattern or rule is to multiply by 4.<br />

Step 2 Extend the pattern.<br />

3 boxcars = 3 × 4 or 12 wheels.<br />

3 × 4 = 12<br />

4 boxcars = 4 × 4 = 16 wheels<br />

So, Bob needs 16 wheels.<br />

Practice.<br />

1. For every 2 wheels that Bob bought, the man in the store<br />

gave him 2 free wheels. When Bob bought 16 wheels, how<br />

many did he get free?<br />

2. Write the rule for each table. Then, complete the table.<br />

Input<br />

3<br />

9<br />

Rule:<br />

Output<br />

6<br />

10<br />

7 14<br />

18<br />

Input<br />

4<br />

5<br />

7<br />

Rule:<br />

Output<br />

12<br />

15<br />

24<br />

Grade 3 48 <strong>Chapter</strong> 5<br />

Input<br />

5<br />

5<br />

7<br />

Rule:<br />

Output<br />

25<br />

30<br />

35<br />

3AF2.2<br />

5–9<br />

Name Date<br />

Skills Practice<br />

Algebra: Find a Rule<br />

Write the rule for each table. Then complete the table.<br />

1. 2. 3.<br />

4. 5. 6.<br />

7. 8. 9.<br />

Find a rule. Then extend the rule to solve.<br />

10. On Monday, there were 5 flowers blooming in the garden.<br />

On Tuesday, there were 10 flowers blooming. There were 15<br />

by Wednesday. By Friday, how many flowers were blooming?<br />

3AF2.2<br />

Grade 3 49 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–9<br />

Name Date<br />

Homework Practice<br />

Algebra: Find a Rule<br />

Write the rule for each table. Then complete the table.<br />

1. 2. 3.<br />

Rule:<br />

Rule:<br />

Input<br />

3<br />

6<br />

9<br />

Output<br />

15<br />

20<br />

30<br />

45<br />

Input<br />

4. 5.<br />

Rule:<br />

Input<br />

2<br />

5<br />

8<br />

Output<br />

21<br />

35<br />

56<br />

Solve. (Lesson 5–8)<br />

4<br />

7<br />

Output<br />

3AF2.2<br />

Grade 3 50 <strong>Chapter</strong> 5<br />

24<br />

30<br />

48<br />

Input<br />

4<br />

9<br />

10<br />

Rule:<br />

6. 8 × 2 × 0 = 7. 3 × 4 × 1 =<br />

Output<br />

54<br />

81<br />

Input<br />

8. 2 × 5 × 2 = 9. 2 × × 2 = 16<br />

10. Sal wants to make oatmeal for himself and his brother. The<br />

directions say to add 2 cups of boiling water to the oatmeal<br />

for 1 serving. Both Sal and his brother want double servings.<br />

How many cups of boiling water will Sal need to measure?<br />

3<br />

5<br />

7<br />

Rule:<br />

Output<br />

24<br />

32<br />

56<br />

5–9<br />

Name Date<br />

Problem-Solving Practice<br />

Algebra: Find a Rule<br />

Find a rule. Then extend the rule to solve.<br />

1. There are 24 crayons in 3 boxes. There are 32 crayons in<br />

4 boxes. How many crayons are in 5 boxes?<br />

2. There are 10 strawberries in 2 boxes and 15 strawberries in<br />

3 boxes. How many strawberries are in 4 boxes?<br />

3. A farmer grows carrots. Each row has 5 carrots. How many<br />

carrots are there in a garden with 7 rows? a garden with<br />

8 rows? a garden with 9 rows?<br />

4. After 6 weeks, Russ saved $60. By the end of the next week,<br />

he had $70. How much did he save by the third week?<br />

5. The amusement park sold ride tickets in packs of 5, 10, 15,<br />

20 tickets. What would a pack of 10 tickets cost if 20 tickets<br />

cost $8?<br />

6. A recipe calls for 2 onions for one batch. Two batches need<br />

4 onions. How many onions are needed for four batches?<br />

3AF2.2<br />

Grade 3 51 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> <strong>Resource</strong>s

5–9<br />

Name Date<br />

Enrich<br />

What’s My Rule?<br />

Find and extend the rule for each table. Then write a multiplication<br />

sentence that tells what completes each table.<br />

1. Rule: Multiply by<br />

Input 0 1 2 3<br />

Output 0 2 4 6<br />

2. Rule Multiply by<br />

Input 1 2 3 4<br />

Output 8 16 24 32<br />

3. Rule Multiply by<br />

Input 1 2 3 4<br />

Output 7 14 21 28<br />

4. Rule Multiply by<br />

Input 0 1 2 3<br />

Output 0 3 6 9<br />

5. Rule Multiply by<br />

Input 4 5 6 7<br />

Output 36 45 54 63<br />

3AF2.2<br />

Grade 3 52 <strong>Chapter</strong> 5<br />

5<br />

Name Date<br />

B D M Goal Progress<br />

Notes<br />

Individual Progress Checklist<br />

explore using the multiplication table to multiply<br />

multiply by 3<br />

multiply by 6<br />

multiply by 7<br />

multiply by 8<br />

multiply by 9<br />

use the Associative Property of Multiplication<br />

use the Commutative Property of Multiplication<br />

find a rule and extend a pattern<br />

use the Look for a Pattern strategy to solve<br />

multiplication problems<br />

Grade 3 53 <strong>Chapter</strong> 5<br />

Assessment

5<br />

Name Date<br />

Diagnostic Assessment<br />

Draw an array for each fact. Write the product.<br />

1. 3 × 4 2. 1 × 5<br />

3. 8 × 2 4. 4 × 5<br />

Write a number sentence for each picture.<br />

5.<br />

6.<br />

7.<br />

Solve.<br />

8. Yolanda wants to buy 2 pencils at 25¢ each. She has 1 quarter<br />

and 1 dime. Does she have enough to buy 2 pencils?<br />

9. Last evening Mrs. Rogers put 10 corn muffins on the kitchen<br />

counter to cool. This morning, there were only 6 corn muffins<br />

left. How many were taken?<br />

Identify and extend the pattern.<br />

10. 10, 15, 20, 25, 30, ,<br />

11. 3, 6, 9, 12, 15, ,<br />

Grade 3 54 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

11.<br />

5<br />

Multiply.<br />

Name Date<br />

<strong>Chapter</strong> Pretest<br />

1. 2 × 3 = 2. 5 × 6 =<br />

3. 7 × 4 = 4. 4 × 8 =<br />

5. 9 × 6 = 6. 8 × 3 =<br />

7. (3 × 4) × 3 = 8. 6 × (2 × 5) =<br />

Solve using the Commutative or Associative Property<br />

of Multiplication.<br />

9. Three students are carrying backpacks. Each backpack holds<br />

one pencil case. Each pencil case can hold 10 pencils. How<br />

many pencils are the students carrying?<br />

10. Carla’s mother bought 6 cases of milk. Each case holds<br />

8 cartons of milk. How many cartons of milk did Carla’s<br />

mother buy?<br />

11. Mitchell has a lot of toy cars to put away. He has 3 empty<br />

shelves in his room. Each shelf holds 7 toy cars. How many<br />

cars can he put away?<br />

12. Maria earns $2 each time she takes out the recycling to the<br />

curb for pickup. There are 3 kinds of recycling: paper, plastic<br />

and glass. If each kind of recycling is picked up once a week,<br />

how much money will Maria earn at the end of 4 weeks?<br />

Find the rule. Extend the pattern to answer the question.<br />

13. Kim notices that her tomato plant is growing every day. The<br />

plant started at 6 inches and grew to 8 inches on the second<br />

day. On the third day, the plant was 10 inches. How tall will<br />

the plant be on the fourth day?<br />

Grade 3 55 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

13.<br />

Assessment

5<br />

Multiply.<br />

1. 3 × 6<br />

2. 7 × 3<br />

3. 6 × 8<br />

4. 9 × 6<br />

5. 4 × 3<br />

Name Date<br />

6. Complete the table.<br />

Solve.<br />

Quiz 1 (Lessons 5–1 through 5–3)<br />

Rule: multiply by 3<br />

Input<br />

3<br />

6<br />

Output<br />

7. John has 3 packs of gum. Each pack has 6 pieces of gum.<br />

How many pieces of gum does John have altogether?<br />

8. Anwar is collecting seashells at the beach. If the pattern<br />

continues, how many seashells will he collect on day 4?<br />

Day 5?<br />

Day 1 2 3 4 5<br />

Shells 6 12 18 ? ?<br />

30<br />

0<br />

Grade 3 56 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

7.<br />

8.<br />

5<br />

Multiply.<br />

1. 7 × 4<br />

2. 5 × 7<br />

3. 6 × 8<br />

4. 7 × 7<br />

5. 9 × 8<br />

6. 6 × 7<br />

7. 8 × 8<br />

8. 9 × 2<br />

Solve.<br />

Name Date<br />

Quiz 2 (Lessons 5–4 through 5–6)<br />

9. Nine of Tammy’s friends each gave her 3 flowers. How many<br />

flowers was Tammy given?<br />

10. Later, Tammy gave away one flower each to 9 other friends.<br />

How many flowers did she give away?<br />

11. Tammy put 6 flowers in each of 3 vases. How many flowers<br />

did Tammy put in vases?<br />

12. Tammy added 3 more flowers to each of the vases. How<br />

many total flowers did Tammy add to the vases?<br />

Grade 3 57 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

Assessment

5<br />

Find each product.<br />

1. 5 × 2 × 2<br />

2. 1 × 3 × 9<br />

3. 4 × 2 × 7<br />

4. 6 × 2 × 1<br />

Name Date<br />

Quiz 3 (Lessons 5–7 through 5–9)<br />

Find each missing number.<br />

5. 3 × 3 × = 45<br />

6. × 1 × 7 = 56<br />

7. 4 × 5 × 2 =<br />

8. 3 × × 7 = 42<br />

Solve.<br />

9. James puts 4 books on the first shelf. He put 8 books on the<br />

second shelf and 12 books on the third shelf. If the pattern<br />

continues, how many books will be on the fourth and fifth<br />

shelves?<br />

Grade 3 58 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

5<br />

Name Date<br />

Mid-<strong>Chapter</strong> Review<br />

1. What is the missing number in the problem below?<br />

6 × = 24<br />

A. 5 B. 4 C. 3 D. 2<br />

2. 7 boys bought 5 apples each. How many apples do the boys<br />

have altogether?<br />

F. 35 G. 40 H. 45 J. 46<br />

3. A class is building a tall ship. They need 2 pieces of paper for<br />

the first sail, 3 pieces for the second, and 4 for the third. How<br />

many pieces of paper will they need for the fifth sail?<br />

A. 2 B. 4 C. 5 D. 6<br />

4. How many sticks are shown by an array of 2 rows with<br />

7 sticks in each row?<br />

F. 20 G. 14 H. 7 J. 2<br />

5. What will you count by if you are using repeated addition to<br />

count the pencils in 8 packs with 5 pencils each?<br />

A. by eights B. by twos<br />

C. by fives D. by threes<br />

6. To solve a problem using a pattern, how can you organize<br />

the data?<br />

7. If you want to solve the problem 6 × 7, how can you double<br />

a known fact to find the answer?<br />

8. Write a real-world problem that can be solved by multiplying<br />

by 3.<br />

9. How can you use a known fact to find the<br />

answer for 5 × 3?<br />

Grade 3 59 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

Assessment

5<br />

Name Date<br />

Vocabulary Test<br />

Match each word to its definition. Write your answers on<br />

the lines provided.<br />

1. Associative property of<br />

Multiplication<br />

2. Commutative Property of<br />

Multiplication<br />

A. a number that divides into a whole<br />

number evenly. It is also known<br />

as a number that is multiplied by<br />

another number.<br />

B. If you multiply a number by 1, the<br />

product is the same as the given<br />

number.<br />

3. factor C. a sequence of numbers, figures,<br />

or symbols that follows a rule or<br />

design<br />

4. Identity Property of<br />

Multiplication<br />

D. the answer to a multiplication<br />

problem; It also refers to expressing<br />

a number as product of its factors.<br />

5. pattern E. the property that states that the<br />

grouping of the factors does not<br />

change the product<br />

6. product F. the property that states that the<br />

order in which two numbers are<br />

multiplied does not change the<br />

product<br />

Grade 3 60 <strong>Chapter</strong> 5<br />

5<br />

Name Date<br />

Oral Assessment<br />

Put 3 paperclips, 4 erasers, and 2 pencils on the table.<br />

Read each question aloud to the student. Then write the student’s answers on<br />

the lines below the question.<br />

1. If you multiply the amount of paperclips by the amount of erasers what do<br />

you get?<br />

2. Multiply that product by the amount of pencils. What is the product?<br />

3. If you change the order and first multiply the number of pencils by the<br />

number of erasers, and then that product by the number of paperclips,<br />

would the final product be the same?<br />

4. Tell how you got your answer.<br />

5. There were 2 car races on Saturday and 4 on Sunday. If there were 8 cars<br />

racing in each race, how many cars raced over 2 days?<br />

Grade 3 61 <strong>Chapter</strong> 5<br />

Assessment

5<br />

Name Date<br />

Oral Assessment (continued)<br />

6. If there were 10 cars racing in each race, how many cars would have raced<br />

over 2 days?<br />

7. Tell how you got your answer.<br />

8. If there was one additional race on Friday, where 10 cars raced, how many<br />

cars would have raced over the 3 days?<br />

9. Tell how you got your answer.<br />

Grade 3 62 <strong>Chapter</strong> 5<br />

5<br />

Name Date<br />

<strong>Chapter</strong> Project Rubric<br />

Score Explanation<br />

3 Student successfully completed the<br />

chapter project.<br />

Student demonstrated appropriate use<br />

of chapter information in completing the<br />

chapter project.<br />

2 Student completed the chapter project<br />

with partial success.<br />

Student partially demonstrated appropriate<br />

use of chapter information in completing<br />

the chapter project.<br />

1 Student did not complete the chapter<br />

project or completed it with little success.<br />

Student demonstrated very little<br />

appropriate use of chapter information in<br />

completing the chapter project.<br />

0 Student did not complete the chapter<br />

project.<br />

Student demonstrated inappropriate use<br />

of chapter information in completing the<br />

chapter project.<br />

Grade 3 63 <strong>Chapter</strong> 5<br />

Assessment

5<br />

Addition<br />

Name Date<br />

<strong>Chapter</strong> Foldables Rubric<br />

Four-Door Book Foldables<br />

Score Explanation<br />

3 Student properly assembled Foldables graphic organizer<br />

according to instructions.<br />

Student recorded information related to the chapter in the<br />

manner directed by the Foldables graphic organizer.<br />

Student used the Foldables graphic organizer as a study guide<br />

and organizational tool.<br />

2 Student exhibited partial understanding of proper Foldables<br />

graphic organizer assembly.<br />

Student recorded most but not all information related to<br />

the chapter in the manner directed by the Foldables graphic<br />

organizer.<br />

Student demonstrated partial use of the Foldables graphic<br />

organizer as a study guide and organizational tool.<br />

1 Student showed little understanding of proper Foldables graphic<br />

organizer assembly.<br />

Student recorded only some information related to the chapter in<br />

the manner directed by the Foldables graphic organizer.<br />

Student demonstrated little use of the Foldables graphic<br />

organizer as a study guide and organizational tool.<br />

0 Student did not assemble Foldables graphic organizer according<br />

to instructions.<br />

Student recorded little or no information related to the chapter in<br />

the manner directed by the Foldables graphic organizer.<br />

Student did not use the Foldables graphic organizer as a study<br />

guide and organizational tool.<br />

Grade 3 64 <strong>Chapter</strong> 5<br />

5<br />

Name Date<br />

Read each question carefully. Write your answer on the line<br />

provided.<br />

Multiply.<br />

1. 6 × 4<br />

A. 10 B. 18 C. 24 D. 30<br />

2. 9 × 9<br />

F. 64 G. 72 H. 81 J. 82<br />

3. 5 × 8<br />

A. 13 B. 20 C. 40 D. 80<br />

4. Lindsey plans to bake 3 batches of raisin muffins. Each batch<br />

will make 9 muffins. How many raisins will she need to make<br />

sure that each muffin has 3 raisins?<br />

F. 100 G. 81 H. 27 J. 18<br />

5. Tara bought tickets for two rides on the merry-go-round for<br />

herself and her two sisters. A ticket for one ride costs $1. If<br />

she paid for the tickets with a $10-bill, how much change<br />

should she get?<br />

A. $2.00 B. $4.00 C. $6.00 D. $8.00<br />

6. An airplane has 8 rows of 4 seats each. If passengers are<br />

allowed to bring on no more than 2 bags, what is the<br />

greatest number of bags allowed on the plane?<br />

F. 24 bags G. 32 bags H. 64 bags J. 78 bags<br />

Find the missing number.<br />

7. 2 × 3 × 7 =<br />

<strong>Chapter</strong> Test, Form 1<br />

A. 14 B. 21 C. 38 D. 42<br />

Grade 3 65 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

Assessment

5<br />

8. 5 × 8 × 10 =<br />

Name Date<br />

F. 400 G. 360 H. 200 J. 130<br />

9. (2 × ) × 7 = 56<br />

A. 14 B. 8 C. 7 D. 4<br />

10. × (2 × 3) = 36<br />

F. 6 G. 7 H. 8 J. 9<br />

11. ( 7 × )× 6 = 42<br />

Solve.<br />

<strong>Chapter</strong> Test, Form 1 (continued)<br />

A. 1 B. 7 C. 13 D. 21<br />

12. Kyle plans to eat 4 slices of pizza. Each slice has 7 pieces of<br />

pepperoni on it. How many pieces of pepperoni will Kyle eat?<br />

F. 11 pieces G. 14 pieces H. 28 pieces J. 35 pieces<br />

13. Charles earns $5 an hour. He works 2 hours each day for<br />

5 days. How much money does he earn?<br />

A. $10 B. $25 C. $30 D. $50<br />

14. At a movie theater, the cost of an adult ticket is $6. The cost<br />

of a child ticket is $2. Mrs. Lopez buys 2 adult tickets and<br />

1 child ticket. How much does she spend?<br />

F. $14 G. $12 H. $10 J. $8<br />

Grade 3 66 <strong>Chapter</strong> 5<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

13.<br />

14.

5<br />

Name Date<br />

Read each question carefully. Write your answer on the line<br />

provided.<br />

Multiply.<br />

1. 8 × 3<br />

A. 5 B. 11 C. 16 D. 24<br />

2. 6 × 9<br />

F. 15 G. 24 H. 35 J. 54<br />

3. 7 × 5<br />

A. 12 B. 21 C. 35 D. 40<br />

4. Bonita plans to bake 2 batches of chocolate chip cookies.<br />

Each batch will make 10 cookies. How many chocolate chips<br />

will she need to make sure that each cookie has 4 chips?<br />

F. 8 G. 20 H. 40 J. 80<br />

5. Joyce bought tickets for three rides on the ferris wheel for<br />

herself and her brother. A ticket for 1 ride costs $1. She paid<br />

for the tickets with a $10-bill. How much change did she get?<br />

A. $8 B. $6 C. $4 D. $3<br />

6. A train has 9 rows of 5 seats each. If passengers are allowed<br />

to bring on no more than 2 bags, what is the greatest<br />

number of bags allowed on the train?<br />

F. 45 bags H. 90 bags<br />

G. 64 bags J. 100 bags<br />

Find the missing number.<br />

7. 3 × 2 × 5 =<br />

<strong>Chapter</strong> Test, Form 2A<br />

A. 5 B. 10 C. 15 D. 30<br />

Grade 3 67 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

Assessment

5<br />

8. 4 × 1 × 5 =<br />

Name Date<br />

F. 30 G. 20 H. 10 J. 9<br />

9. (3 × ) × 6 = 36<br />

Solve.<br />

<strong>Chapter</strong> Test, Form 2A (continued)<br />

A. 1 B. 2 C. 6 D. 7<br />

10. Dara plans to eat 3 slices of pizza. Each slice has 5 olives on<br />

it. How many olives will Dara eat?<br />

F. 3 G. 8 H. 11 J. 15<br />

11. Rosie earns $4 an hour. She works 2 hours each day for<br />

5 days. How much money does she earn?<br />

A. $80 B. $60 C. $40 D. $20<br />

12. At the concert hall, the cost of an adult ticket is $8. The cost<br />

of a child ticket is $3. Mr. Ambler buys 2 adult tickets and<br />

2 child tickets. How much does he spend?<br />

F. $22 G. $19 H. $14 J. $11<br />

Grade 3 68 <strong>Chapter</strong> 5<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

5<br />

Name Date<br />

Read each question carefully. Write your answer on the line<br />

provided.<br />

Multiply.<br />

1. 4 × 3<br />

A. 7 B. 12 C. 13<br />

2. 8 × 4<br />

F. 32 G. 22 H. 12<br />

3. 6 × 9<br />

A. 15 B. 48 C. 54<br />

4. 7 × 5<br />

F. 25 G. 35 H. 45<br />

5. Jorge bought tickets for 4 rides on the roller coaster for<br />

himself and his brother. A ticket for 1 ride costs $1. If he paid<br />

for the tickets with a $10-bill, how much change should he<br />

get?<br />

A. $1 B. $2 C. $3<br />

6. An airplane has 7 rows with 3 seats in each row. If<br />

passengers are allowed to bring on no more than 2 bags,<br />

what is the greatest number of bags allowed on the plane?<br />

F. 12 G. 21 H. 42<br />

Find the missing number.<br />

7. 4 × 2 × 6 =<br />

<strong>Chapter</strong> Test, Form 2B<br />

A. 14 B. 28 C. 48<br />

Grade 3 69 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

Assessment

5<br />

8. 2 × 5 × 7 =<br />

Name Date<br />

F. 70 G. 57 H. 17<br />

9. (4 × ) × 3 = 24<br />

Solve.<br />

A. 1 B. 2 C. 3<br />

10. × (2 × 2) = 20<br />

F. 2 G. 4 H. 5<br />

11. (5 × ) × 9 = 45<br />

<strong>Chapter</strong> Test, Form 2B (continued)<br />

A. 1 B. 2 C. 3<br />

12. Alejandro earns $6 an hour. He works 2 hours a day for<br />

4 days. How much money does he earn?<br />

F. $18 G. $24 H. $48<br />

13. At the carnival, the cost of an adult ticket is $5. The cost of a<br />

child ticket is $3. Mr. Chung buys 2 adult tickets and 3 child<br />

tickets. How much does he spend?<br />

A. $19 B. $10 C. $9<br />

14. Kelly earns $5 an hour babysitting. She babysits 9 hours a<br />

week. How much money will she earn in a week?<br />

F. $45 G. $50 H. $54<br />

Grade 3 70 <strong>Chapter</strong> 5<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

13.<br />

14.<br />

5<br />

Name Date<br />

Read each question carefully. Write your answer<br />

on the line provided.<br />

Multiply.<br />

1. 4 × 7<br />

2. 9 × 3<br />

3. 8 × 6<br />

4. 7 × 7<br />

5. 3 × 8<br />

Write a number sentence for each situation. Then<br />

solve.<br />

6. Christy plans to bake 5 batches of blueberry<br />

muffins. Each batch will make 8 muffins. How<br />

many blueberries will she need to make sure that<br />

each muffin has 10 blueberries?<br />

7. Grace bought tickets for 2 rides on the Tilt-a-Whirl<br />

for herself and her three sisters. A tickets for one<br />

ride costs $1. If she paid for the tickets with a<br />

$10-bill, how much change should she get?<br />

8. A plane has 7 rows of 3 seats each. If passengers<br />

are allowed to bring on no more than 2 bags,<br />

what is the greatest number of bags allowed on<br />

the plane?<br />

Compare. Use >,

5<br />

Name Date<br />

Find the missing number.<br />

11. × (2 × 4) = 72<br />

12. (8 × ) × 2 = 16<br />

13. 9 × 2 × 4 =<br />

14. 6 × 5 × 2 =<br />

15. (2 × 3) × = 54<br />

Solve.<br />

<strong>Chapter</strong> Test, Form 2C (continued)<br />

16. Sean plans to eat 5 slices of pizza. Each slice has<br />

7 pieces of mushroom on it. How many pieces of<br />

mushroom will Sean eat?<br />

17. Pete earns $4 an hour. He works 2 hours each day<br />

for 6 days. How much money does he earn?<br />

18. At the concert hall, the cost of an adult ticket is $8.<br />

The cost of a child ticket is $3. Mr. Jackson buys<br />

3 adult tickets and 2 child tickets. How much does<br />

he spend?<br />

19. Eva drove 6 miles to the store and then 11 miles<br />

to see a friend. Later, she returned the same way.<br />

How many miles did she drive?<br />

20. The drama club went on a trip to see a play. The<br />

group traveled in 2 cars of 4 people each, and<br />

3 vans of 6 people each. How many people went<br />

on the trip?<br />

Grade 3 72 <strong>Chapter</strong> 5<br />

11.<br />

12.<br />

13.<br />

14.<br />

15.<br />

16.<br />

17.<br />

18.<br />

19.<br />

20.<br />

5<br />

Name Date<br />

Read each question carefully. Write you answer<br />

on the line provided.<br />

Multiply.<br />

1. 6 × 6<br />

2. 9 × 7<br />

3. 8 × 3<br />

4. 5 × 9<br />

5. 4 × 8<br />

6. Marcia will bake 1 batch of oatmeal raisin muffins.<br />

Each batch will make 10 muffins. How many<br />

raisins will she need so that each muffin has 8<br />

raisins?<br />

7. Pedro bought tickets for 2 rides on the roller<br />

coaster for himself and his two brothers. A ticket<br />

for one ride costs $1. If he paid with a $10-bill,<br />

how much change did he get?<br />

8. A bus has 10 rows of 2 seats each. If passengers<br />

are not allowed to bring on more than 2 bags,<br />

what is the greatest number of bags allowed on<br />

the bus?<br />

Compare. Use >,

5<br />

Name Date<br />

Find the number missing.<br />

11. × (2 × 5) = 90<br />

12. (2 × ) × 7 = 56<br />

13. 3 × 9 × 1 =<br />

14. 9 × 2 × 3 =<br />

15. (2 × ) × 5 = 40<br />

Solve.<br />

<strong>Chapter</strong> Test, Form 2D (continued)<br />

16. Tony will eat 3 slices of pizza. Each slice has<br />

4 hot peppers on it. How many hot peppers will<br />

Tony eat?<br />

17. Lucia makes $5 an hour babysitting. She babysits<br />

3 hours each day for 2 days. How much money<br />

does she make?<br />

18. At the movie theater, an adult ticket costs $5. A<br />

child’s ticket cost $2. Mr. Ramirez buys 2 adult<br />

tickets and 4 child tickets. How much money does<br />

he spend?<br />

19. Dana drove 3 miles to the store and then she<br />

drove 8 miles to see a friend. Later, she drove<br />

back the same way. How many miles did<br />

she drive?<br />

20. The soccer club went on a trip to see a soccer<br />

match. The group traveled to the match in 3 cars<br />

of 3 people each, and in 2 vans of 7 people each.<br />

How many people went on the trip?<br />

Grade 3 74 <strong>Chapter</strong> 5<br />

11.<br />

12.<br />

13.<br />

14.<br />

15.<br />

16.<br />

17.<br />

18.<br />

19.<br />

20.<br />

5<br />

Name Date<br />

Read each question carefully. Write your answer<br />

on the line provided.<br />

Multiply.<br />

1. 9 × 6<br />

2. 9 × 9<br />

3. 7 × 8<br />

4. 8 × 8<br />

5. 4 × 8 × 2<br />

6. 9 × 3 × 2<br />

7. Mary plans to bake 2 batches of chocolate-chip<br />

walnut cookies. Each batch will make 10 cookies.<br />

How many chocolate chips will she need to make<br />

sure that each cookie has 4 chocolate chips? How<br />

many walnuts will she need to make sure each<br />

cookie has 5 walnuts?<br />

8. Charley purchased tickets for 2 rides on the<br />

carnival’s newest and scariest roller coaster, for<br />

himself and his three friends. A ticket for one ride<br />

costs $1. If he paid for the tickets with a $10-bill,<br />

how much change should he get?<br />

9. A plane has 10 rows of seats with 3 seats in each<br />

row. If passengers are allowed to bring on no<br />

more than 2 bags, what is the greatest number of<br />

bags allowed on the plane?<br />

Complete, using >,

5<br />

Name Date<br />

Determine the missing number.<br />

13. (4 × ) × 3 = 24<br />

14. × (4 × 3) = 36<br />

15. (3 × ) × 3 = 27<br />

Solve.<br />

<strong>Chapter</strong> Test, Form 3 (continued)<br />

16. Tony will eat 4 slices of pizza. Each slice has<br />

4 black olives and 6 slices of onion on it. How<br />

many slices of onion will Tony eat?<br />

17. Lara earns $2 an hour stuffing envelopes. She<br />

works 4 hours each day for 5 days. How much<br />

money does she earn?<br />

18. At the ballpark, an adult ticket costs $9. A child’s<br />

ticket cost $6. Mr. Jameson buys 3 adult tickets<br />

and 2 child tickets. How much does he spend?<br />

19. Alan drove 8 miles to the store and then 5 miles<br />

to see a friend and then 3 miles to the ballpark.<br />

Later, he returned the same way. How many miles<br />

did he drive?<br />

20. The music club went on a trip to see a jazz<br />

concert in the next town. The group traveled in<br />

4 cars of 3 people each, and 2 vans of 8 people<br />

each. How many people went on the trip?<br />

Grade 3 76 <strong>Chapter</strong> 5<br />

13.<br />

14.<br />

15.<br />

16.<br />

17.<br />

18.<br />

19.<br />

20.<br />

5<br />

Name Date<br />

<strong>Chapter</strong> Extended-Response Test<br />

Demonstrate your knowledge by giving a clear, concise<br />

solution to each problem. Be sure to include all relevant<br />

drawings and justify your answers. You may show your<br />

solution in more than one way or investigate beyond the<br />

requirements of the problem. If necessary, record your<br />

answer on another piece of paper.<br />

1. a. How can you use skip counting or draw an array to help<br />

multiply a number by 3? Give an example of each.<br />

b. How can you draw a picture to help solve a multiplication<br />

problem?<br />

c. Write a real-world problem in which 3 is the factor and<br />

then solve the problem.<br />

2. Use the look for a pattern strategy to solve the following<br />

problem. Explain each step.<br />

Luke is setting up chairs for the music show. The first row has<br />

6 chairs. The second row has 9 chairs and the third row has<br />

12 chairs. How many chairs will be in the fifth row?<br />

Grade 3 77 <strong>Chapter</strong> 5<br />

Assessment

5<br />

Name Date<br />

Use this recording sheet with pages 246–247 of the Student Edition.<br />

Read each question. Then fill in the correct answer.<br />

1. A B C D<br />

2. F G H J<br />

3. A B C D<br />

4. F G H J<br />

5. A B C D<br />

6. F G H J<br />

7. A B C D<br />

8. F G H J<br />

9. A B C D<br />

10. F G H J<br />

Student Recording Sheet<br />

Grade 3 78 <strong>Chapter</strong> 5

5<br />

Test Example<br />

Name Date<br />

Cumulative Standardized Test Practice<br />

At the corner grocery store, Davis is in charge of unpacking<br />

3 boxes. Each box has 5 bottles. How many bottles is Davis<br />

unpacking?<br />

A. 3 B. 5 C. 15 D. 20<br />

Read the Question<br />

You need to find the total number of cans Davis is unpacking.<br />

Solve the Question<br />

Use what you know about changing<br />

the order of the factors. Changing the<br />

order of the factors does not<br />

change the product.<br />

You know that 3 × 5 = 15.<br />

So, 5 × 3 = 15.<br />

The answer is C.<br />

Choose the best answer.<br />

1. For the school band concert, chairs were set in 7 rows of<br />

7 seats. How many seats are in all?<br />

A. 36 B. 49 C. 56 D. 64<br />

2. Each package of crayons has 8 crayons. How many crayons<br />

are in 6 packages?<br />

F. 30 G. 36 H. 48 J. 54<br />

3. What number makes this number sentence true?<br />

9 × = 27<br />

A. 3 B. 4 C. 5 D. 6<br />

Grade 3 79 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

Assessment

5<br />

Name Date<br />

Cumulative Standardized Test<br />

Practice (continued)<br />

4. What multiplication sentence describes the array shown<br />

below?<br />

F. 4 × 4 G. 3 × 5<br />

H. 2 × 5 J. 3 × 4<br />

5. If 4 × 2 × 5 = 40, then what is 2 × 4 × 5?<br />

A. 32 B. 40 C. 45 D. 48<br />

6. A container of milk costs about $3. About<br />

how much will 6 containers of milk cost?<br />

F. $12 G. $15<br />

H. $18 J. $24<br />

7. The Applegate School bought 1,360 pencils. They gave out<br />

756 to students. How many pencils are left?<br />

A. 604 B. 614 C. 741 D. 906<br />

8. Carlos bought 4 packages of cinnamon muffins. Each package<br />

has 5 muffins. Which number sentence shows how to find<br />

the number of muffins in all?<br />

F. 4 × 5 = G. 4 + 5 =<br />

H. 5 - 4 = J. 20 - 5 =<br />

9. Complete the number sentence below.<br />

× 7 = 0<br />

A. 3 B. 2 C. 1 D. 0<br />

10. What is 7,658 rounded to the nearest hundred?<br />

MILK<br />

F. 8,000 G. 7,700 H. 7,600 J. 7,660<br />

Grade 3 80 <strong>Chapter</strong> 5<br />

$3.00<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

5<br />

Name Date<br />

Write your answer on the line provided.<br />

Find the missing number.<br />

11. 3 × ( × 4) = 12<br />

12. 6 × 5 × = 60<br />

13. × 3 × 7 = 63<br />

14. 6 × 3 × 2 =<br />

Solve.<br />

Cumulative Standardized Test<br />

Practice (continued)<br />

15. Mason planted corn in the garden. He planted<br />

3 seeds in the first row, 6 seeds in the second, and<br />

9 seeds in the third row. If this pattern continued,<br />

how many seeds did he plant in the seventh row?<br />

16. Jillian is wrapping gifts for the holiday. For each gift,<br />

she used 1 yard of wrapping paper and 2 yards of<br />

ribbon. How many yards of wrapping paper and<br />

ribbon does she need to wrap 9 gifts?<br />

Grade 3 81 <strong>Chapter</strong> 5<br />

11.<br />

12.<br />

13.<br />

14.<br />

15.<br />

16.<br />

Assessment

<strong>Chapter</strong> 5 Assessment Answer Key<br />

Page 77, Extended-Response Test<br />

Scoring Rubric<br />

Level Specific Criteria<br />

4 The student demonstrates a thorough understanding of the<br />

mathematics concepts and/or procedures embodied in the task. The<br />

student has responded correctly to the task, used mathematically<br />

sound procedures, and provided clear and complete explanations<br />

and interpretations. The response may contain minor flaws that do<br />

not detract from the demonstration of a thorough understanding.<br />

3 The student demonstrates an understanding of the mathematics<br />

concepts and/or procedures embodied in the task. The student’s<br />

response to the task is essentially correct with the mathematical<br />

procedures used and the explanations and interpretations provided<br />

demonstrating an essential but less than thorough understanding.<br />

The response may contain minor errors that reflect inattentive<br />

execution of the mathematical procedures or indications of some<br />

misunderstanding of the underlying mathematics concepts and/or<br />

procedures.<br />

2 The student has demonstrated only a partial understanding of<br />

the mathematics concepts and/or procedures embodied in the<br />

task. Although the student may have used the correct approach to<br />

obtaining a solution or may have provided a correct solution, the<br />

student’s work lacks an essential understanding of the underlying<br />

mathematical concepts. The response contains errors related<br />

to misunderstanding important aspects of the task, misuse of<br />

mathematical procedures, or faulty interpretations of results.<br />

1 The student has demonstrated a very limited understanding of the<br />

mathematics concepts and/or procedures embodied in the task. The<br />

student’s response to the task is incomplete and exhibits many flaws.<br />

Although the student has addressed some of the conditions of the<br />

task, the student reached an inadequate conclusion and/or provided<br />

reasoning that was faulty or incomplete. The response exhibits many<br />

errors or may be incomplete.<br />

0 The student has provided a completely incorrect solution or<br />

uninterpretable response, or no response at all.<br />

Grade 3 82 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> 5 Assessment Answer Key<br />

Page 77, Extended-Response Test<br />

Sample Answers<br />

In addition to the scoring rubric found on page 82, the following sample<br />

answers may be used as guidance in evaluating open-ended assessment items.<br />

1. a. Answers will vary. Sample answer:<br />

You can use skip counting to<br />

multiply a number by 3 by<br />

adding 3 to the number over<br />

and over again. For example:<br />

to find 3 × 4 you can count 3<br />

jumps of four (4, 8, 12) . You can<br />

also draw an array to multiply<br />

by 3. For example: to find 6 × 3<br />

you can count 3 rows of 6.<br />

b. You can draw a picture to help<br />

solve a multiplication problem.<br />

For example: If you know there<br />

are 3 children and each child<br />

is wearing two gloves, you can<br />

draw a picture to find out how<br />

many gloves there are in all.<br />

c. Samantha goes to the pet store.<br />

There are black cats, white cats,<br />

spotted cats and brown cats.<br />

She notices that there are 3 of<br />

each color. How many cats are<br />

there altogether?<br />

Answer: 12<br />

2. Answers may vary slightly. Sample<br />

answer:<br />

Step 1:<br />

I know that there will be 6 chairs in<br />

the first row.<br />

I know that there will be 9 chairs in<br />

the second row.<br />

I know that there will be 12 chairs<br />

in the third row.<br />

I need to find how many chairs will<br />

be in the fifth row.<br />

Step 2:<br />

My plan is to organize the data in a<br />

table and then look for a pattern.<br />

Step 3:<br />

I will first put the information in a<br />

table.<br />

1 st 2 nd 3 rd 4 th 5 th<br />

6 9 12 15 18<br />

I will then look for a pattern. I<br />

see that the pattern is +3, so I<br />

complete the chart.<br />

So, there will be 18 chairs in the<br />

fifth row.<br />

Step 4:<br />

I will check my work.<br />

I look back at the problem<br />

6 + 3 = 9<br />

9 + 3 = 12<br />

12 + 3 = 15<br />

15 + 4 = 18<br />

There are 18 chairs in the fifth row.<br />

So, I know I am correct.<br />

Grade 3 83 <strong>Chapter</strong> 5<br />

Assessment

Name Date<br />

Anticipation Guide<br />

More Multiplication Facts<br />

5<br />

Name Date<br />

Graphic Organizer<br />

5<br />

Answers (Graphic Organizer and Anticipation Guide)<br />

STEP 1 Before you begin <strong>Chapter</strong> 5<br />

• Read each statement.<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Use this graphic organizer to take notes on <strong>Chapter</strong> 5: More<br />

Multiplication Facts. Fill in the missing information.<br />

• Decide whether you agree (A) or disagree (D) with the<br />

statement.<br />

Extend the Pattern Name the Pattern<br />

• Write A or D in the first column OR if you are not sure whether<br />

you agree or disagree, write NS (not sure).<br />

25 25 30 30 + 5 or × 5<br />

5, 10, 15, 20, ,<br />

15 18 + 3 or × 3<br />

3, 6, 9, 12, ,<br />

STEP 2<br />

A or D<br />

D<br />

A<br />

A<br />

D<br />

A<br />

A<br />

AA<br />

DD<br />

DD<br />

STEP 1<br />

A, D, or NS Statement<br />

1. There is only way to multiply a number by 3.<br />

2. Organizing information in a table can help you to<br />

notice a pattern.<br />

3. 7 × 2 = 14 and 2 × 7 = 14<br />

4. You can use the doubles or near doubles strategy<br />

when one of the factors is odd.<br />

5. 9 × 8 = 72<br />

6. Looking for a pattern may be helpful in remembering<br />

the nines multiplication facts.<br />

7. The Associative Property of Multiplication states that<br />

the grouping of the factors does not change the<br />

product.<br />

8. Multiplication and addition are not helpful in<br />

extending a pattern.<br />

9. 9 × 9 = 99<br />

10 12 12 + 2 or × 2<br />

2, 4, 6, 8, ,<br />

20 24 24 + 4 or × 4<br />

30 36 + 6 or × 6<br />

4, 8, 12, 16, ,<br />

6, 12, 18, 24, ,<br />

35 42 + + 7 or × × 7<br />

45 54 + 9 or × 9<br />

Grade 3 A1 <strong>Chapter</strong> 5<br />

7, 14, 21, 28, ,<br />

9, 18, 27, 36, ,<br />

+ 8 or × 8<br />

40 48<br />

8, 16, 24, 32, ,<br />

STEP 2 After you complete <strong>Chapter</strong> 5<br />

• Reread each statement and complete the last column by<br />

entering an A (agree) or a D (disagree).<br />

• Did any of your opinions about the statements change from the<br />

first column?<br />

• For those statements that you mark with a D, use a separate sheet<br />

of paper to explain why you disagree. Use examples, if possible.<br />

Grade 3 6 <strong>Chapter</strong> 5<br />

Grade 3 1 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

Skills Practice<br />

Multiply by 3<br />

5–1<br />

Name Date<br />

3NS2.2<br />

3NS2.2<br />

Reteach<br />

Multiply by 3<br />

5–1<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Multiply.<br />

30 15<br />

24 18<br />

21 27<br />

6 3<br />

0 21<br />

24 24<br />

18<br />

15 12<br />

12 24<br />

There are different ways to find answers for multiplication<br />

problems. One way is to use models to represent the problem.<br />

1. 3 × 10 = 2. 5 × 3 =<br />

3. 3 × 8 = 4. 6 × 3 =<br />

Find 3 × 4.<br />

5. 7 × 3 = 6. 3 × 9 =<br />

Using Models Using Paper and Pencil<br />

7. 2 × 3 = 8. 1 × 3 =<br />

Total<br />

9. 0 × 3 = 10. 3 × 7 =<br />

Number in Each<br />

Group<br />

Number of<br />

Groups<br />

Answers (Lesson 5 –1)<br />

11. 8 × 3 = 12. 3 × 6 =<br />

3 × 4 = 12<br />

13. 3 × 5 = 14. 4 × 3 =<br />

15. 3 × 4 = 16. 3 × 8 =<br />

3 groups of 4 cubes factor factor product<br />

ALGEBRA Complete each table.<br />

Use models to find the total number.<br />

1. 2.<br />

Grade 3 A2 <strong>Chapter</strong> 5<br />

Rule: multiply by 3<br />

18.<br />

Rule: multiply by 3<br />

17.<br />

Output<br />

Input<br />

Output<br />

Input<br />

12<br />

4<br />

9<br />

18<br />

3<br />

27<br />

9<br />

6<br />

6<br />

2 8<br />

30<br />

24<br />

0<br />

10<br />

0<br />

21<br />

7<br />

3<br />

1<br />

Solve.<br />

19. Jay has 3 bags of fruit. Each bag has 8 pieces of fruit. How<br />

many pieces of fruit does Jay have altogether?<br />

24 pieces of fruit<br />

15 12<br />

3 groups of 5 = 4 groups of 3 =<br />

3. 4 × 5 = 4.<br />

20<br />

21<br />

3 groups of 7 =<br />

5. 3 × 6 = 6. 8 × 3 =<br />

20. Heather has 3 bags of pretzels. Each bag has 6 pretzels. How<br />

many pretzels does Heather have altogether?<br />

7. 3 groups of 3 = 8. 4 groups of 3 =<br />

18 pretzels pretzels<br />

18 24<br />

99 1 21 2<br />

6 2 72 7<br />

9. 3 groups of 2 = 10. 9 groups of 3 =<br />

Grade 3 9 <strong>Chapter</strong> 5<br />

Grade 3 8 <strong>Chapter</strong> 5<br />

Name Date<br />

3NS2.2<br />

Problem-Solving Practice<br />

Multiply by 3<br />

5–1<br />

Name Date<br />

3NS2.2<br />

Homework Practice<br />

Multiply by 3<br />

5–1<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Solve.<br />

Multiply.<br />

1. Sean and Dave are playing with toy racecars. Sean has his<br />

cars lined up in 3 rows. He has 5 cars in each row. How<br />

1. 3 × 3 = 2. 3 × 5 =<br />

3. 5 × 3 = 4. 9 × 3 =<br />

many cars does he have in all?<br />

15 15 cars<br />

9 1 51 5<br />

15 15<br />

27<br />

12 12<br />

30<br />

24 24<br />

21<br />

18 3<br />

5. 4 × 3 = 6. 10 × 3 =<br />

7. 8 × 3 = 8. 3 × 7 =<br />

Answers (Lesson 5 –1)<br />

2. Dave has 4 rows of cars lined up. He has 3 cars in each row.<br />

How many cars does Dave have in all?<br />

9. 6 × 3 = 10. 1 × 3 =<br />

12 12 cars<br />

Solve.<br />

3. The boys are sharing some special cars. They have 2 rows of<br />

special cars with 3 in each row. How many special cars do<br />

11. The parking lot has 3 rows of cars. There are 6 cars in each<br />

row. How many cars are in the parking lot?<br />

they have in all?<br />

18 cars cars<br />

6 6 cars<br />

Grade 3 A3 <strong>Chapter</strong> 5<br />

12. Mary has 3 dimes in her pocket. Each dime equals<br />

10 pennies. If she traded her dimes for pennies, how many<br />

4. Dave’s mom said that she would buy them more special cars.<br />

These cars cost $3 each. If she buys the boys 3 more, how<br />

much will she have to spend?<br />

$9<br />

5. The boys used their building blocks to create a wall for the<br />

cars to drive through. They plan to stack the blocks 3 across<br />

and 9 up. How many blocks do they need to build the wall?<br />

27 blocks<br />

6. After they finish the wall, Dave and Sean each have 3 extra<br />

blocks. Two of these blocks are broken. How many extra<br />

blocks do they have left that are not broken?<br />

pennies would she have?<br />

30 pennies<br />

Multiply. (Lesson 4–9)<br />

13. 0 × 3 = 14. 1 × 5 =<br />

15. 1 × 6 = 16. 0 × 9 =<br />

17. 0 × 1 = 18. 2 × 0 =<br />

19. 8 × 1 = 20. 1 × 0 =<br />

4 blocks<br />

0 5<br />

6 0<br />

0 0<br />

8 00<br />

4 2<br />

0 00<br />

21. 1 × 4 = 22. 2 × 1 =<br />

23. 5 × 0 = 24. 0 × 1 =<br />

Grade 3 11 <strong>Chapter</strong> 5<br />

Grade 3 10 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

3NS2.2<br />

Reteach<br />

Multiply by 6<br />

5–2<br />

Name Date<br />

3NS2.2<br />

Enrich<br />

The Birthday Party<br />

5–1<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

You can use facts that you already know to help you multiply by 6.<br />

Find 7 × 6 by doubling 7 × 3.<br />

Answers (Lessons 5 –1 and 5 –2)<br />

= ++<br />

Karlie, Keri, and Kristie are triplets. They are having a<br />

birthday party. Read each problem. Draw a picture for each<br />

number sentence. Use a separate sheet of paper if you<br />

need more room. Then write a number sentence that helps<br />

answer questions 1–4.<br />

7 groups of 6 = 7 groups of 3 plus 7 groups of 3<br />

7 × 6 = 7 × 3 + 7 × 3<br />

= 21 + 21 = 42<br />

Pictures should accurately<br />

reflect reflect sentence<br />

1. Each girl wants to invite six different friends to the party. How<br />

many friends will be invited to the party?<br />

Grade 3 A4 <strong>Chapter</strong> 5<br />

Write a multiplication sentence for the picture.<br />

3 × × 6 = = 18 friends friends<br />

1. 2. 3.<br />

4 × 6 = 24 2 × 6 = 12 3 × 6 = 18<br />

Multiply.<br />

18 30 36<br />

48 48<br />

6 12<br />

54 54<br />

42 24<br />

27 9 21<br />

15 24 18<br />

4. 6 × 3 = 5. 6 × 5 = 6. 6 × 6 =<br />

7. 6 × 8 = 8. 6 × 1 = 9. 6 × 2 =<br />

10. 9 × 6 = 11. 6 × 7 = 12. 6 × 4 =<br />

2. The girls’ dad is making a jewelry box for each girl. Each box<br />

has four sides, a bottom, and a lid that opens. How many<br />

sides for the jewelry boxes will he make?<br />

3 × × 4 = = 12 sides<br />

3. Their aunt is knitting sweaters for the girls. She is buying<br />

eight flowered buttons to put on each sweater. How many<br />

buttons does she need to buy?<br />

3 × 8 = 24 buttons<br />

13. 3 × 9 = 14. 3 × 3 = 15. 7 × 3 =<br />

4. The girls are going to be 9 years old. They will blow out the<br />

candles on their cake together. If their mom wants to buy<br />

one set of nine candles for each girl to put on the cake, how<br />

many candles does she need to buy?<br />

16. 3 × 5 = 17. 3 × 8 = 18. 6 × 3 =<br />

9 × 3 = 27 candles<br />

Grade 3 13 <strong>Chapter</strong> 5<br />

Grade 3 12 <strong>Chapter</strong> 5<br />

Name Date<br />

3NS2.2<br />

Homework Practice<br />

Multiply by 6<br />

5–2<br />

Name Date<br />

3NS2.2<br />

Skills Practice<br />

Multiply by 6<br />

5–2<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Multiply.<br />

Multiply.<br />

24 24<br />

18<br />

48 24<br />

0 66<br />

54 54<br />

54<br />

30 30<br />

42<br />

1. 6 × 4 = 2. 3 × 6 =<br />

1. 6 × 5 = 2. 6 × 7 =<br />

3. 6 × 8 = 4. 4 × 6 =<br />

3. 9 × 6 = 4. 3 × 6 =<br />

5. 6 × 0 = 6. 6 × 1 =<br />

5. 6 × 6 = 6. 7 × 6 =<br />

7. 6 × 9 = 8. 9 × 6 =<br />

7. 1 × 6 = 8. 6 × 2 =<br />

9. 5 × 6 = 10. 7 × 6 =<br />

9. 8 × 6 = 10. 10 × 6 =<br />

Answers (Lesson 5 –2)<br />

11. 3 × 6 = 12. 6 × 4 =<br />

Solve.<br />

13. 5 × 6 = 14. 6 × 3 =<br />

15. 6 × 8 = 16. 6 × 7 =<br />

11. Brad’s rabbit has 6 whiskers on both sides of its face. How<br />

many whiskers does the rabbit have on its face?<br />

30 30<br />

42<br />

54 54<br />

18<br />

36 36<br />

42<br />

6 12 12<br />

48 60<br />

18 24<br />

30 18<br />

48 42<br />

24 54<br />

17. 4 × 6 = 18. 6 × 9 =<br />

12 whiskers<br />

Grade 3 A5 <strong>Chapter</strong> 5<br />

ALGEBRA Find each missing number.<br />

12. Jan has 4 insects in a jar. Each insect has 6 legs. How many<br />

legs in all?<br />

24 legs<br />

Multiply. (Lesson 5–1)<br />

27 21<br />

18 15<br />

12 12<br />

24<br />

00 2 12 1<br />

6 1 21 2<br />

24 24<br />

27<br />

13. 3 × 9 = 14. 3 × 7 =<br />

15. 6 × 3 = 16. 5 × 3 =<br />

17. 4 × 3 = 18. 8 × 3 =<br />

19. 0 × 3 = 20. 7 × 3 =<br />

21. 3 × 2 = 22. 3 × 4 =<br />

19. 5 × = 30 20. 9 × = 54<br />

21. 8 × = 24 22. 6 × = 42<br />

23. 6 × = 48 24. 9 × = 27<br />

66 6<br />

33 77<br />

88 3<br />

6 26. Rule: Multiply by 8<br />

ALGEBRA Find each rule.<br />

25. Rule: Multiply by<br />

Rule: Multiply by<br />

Rule: Multiply by<br />

Output<br />

Input<br />

Output<br />

Input<br />

48<br />

6<br />

36<br />

6<br />

56<br />

7<br />

42<br />

7<br />

64<br />

8<br />

48<br />

8<br />

23. 3 × 8 = 24. 9 × 3 =<br />

54<br />

9<br />

Grade 3 15 <strong>Chapter</strong> 5<br />

Grade 3 14 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

Enrich<br />

Multiply by 6<br />

5–2<br />

Name Date<br />

3NS2.2<br />

3NS2.2<br />

Problem-Solving Practice<br />

Multiply by 6<br />

5–2<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Find the missing factor for each problem. Draw an array<br />

or a picture that matches the problem. Then use words to<br />

write a number sentence for each drawing.<br />

Solve.<br />

1. Cindy and Mandy went to the beach. They each found<br />

6 starfish. How many starfish do they have in all?<br />

Find the Factors Show the Problem Write It in Words<br />

12 starfish<br />

6 groups of 3<br />

equals 18<br />

Answers (Lesson 5 –2)<br />

drawing should<br />

accurately represent<br />

6 groups with<br />

3 items in each group<br />

2. Each of the 6 starfish has 5 arms. The girls counted them all.<br />

How many starfish arms did the girls count?<br />

1. 6 × 33 = 18<br />

30 30 arms arms<br />

6 groups of 5<br />

equals 30<br />

drawing should should<br />

accurately represent<br />

6 groups with<br />

5 items in each group<br />

3. The girls made a sandcastle with 3 waterways leading to<br />

each of their 6 towers. How many waterways did they dig<br />

altogether?<br />

2. 6 × 55 = 30<br />

18 waterways<br />

2 groups of 6<br />

equals 12<br />

drawing should<br />

accurately represent<br />

2 groups with<br />

6 items in each group<br />

Grade 3 A6 <strong>Chapter</strong> 5<br />

3. 2 × 6 = 12<br />

6 groups of 4<br />

equal 24, or<br />

4 groups of 6<br />

equals 24<br />

drawing should<br />

accurately represent<br />

24 items in groups of<br />

6 with 4 items in each<br />

group or 4 groups with<br />

6 items in each group<br />

4. 24 = 4 × 6<br />

6 groups of 6<br />

equals 36<br />

drawing should<br />

accurately represent<br />

36 in groups of 6<br />

4. The girls each carried 6 pails with them to the beach. They<br />

found out that they really did not need so many pails, so they<br />

let a group of children use 4 of their pails. How many pails<br />

do the girls still have left to use?<br />

8 pails<br />

5. Cindy has 6 dimes that she can spend on stickers. Each<br />

sticker costs 5¢.<br />

Does she have enough money to buy 6 stickers? Explain.<br />

yes, the stickers will cost 30¢ and Cindy has has 60¢<br />

6. Write a problem that can be solved by multiplying by 6.<br />

5. 66 × 6 = 36<br />

Sample answer: Mandy bought 6 pieces of fruit fruit that cost<br />

7¢ each. How much did she pay for her fruit? 42¢<br />

Grade 3 17 <strong>Chapter</strong> 5<br />

Grade 3 16 <strong>Chapter</strong> 5<br />

Name Date<br />

Reteach<br />

Problem -Solving Strategy (continued)<br />

5–3<br />

Name Date<br />

3MR1.1, 3AF2.2<br />

3MR1.1, 3AF2.2<br />

Reteach<br />

Problem-Solving Strategy<br />

5–3<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Practice by following the steps.<br />

Look for a Pattern<br />

Fred is putting pictures in a scrapbook. He uses a pattern of<br />

groups of space and sports pictures. Each group has 1 space<br />

picture and 3 sports pictures. If the pattern continues, how many<br />

sports pictures will he use in all if there are a total of 24 pictures?<br />

Liz created a castle with pink towers and blue flags. On the first tower, she has<br />

2 flags. The second tower has 4 flags, and the third tower has 8. If she keeps the<br />

pattern up, how many flags are on the fourth tower?<br />

What do you know?<br />

There are 2 flags on the first tower.<br />

Step 1<br />

Understand<br />

Answers (Lesson 5 –3)<br />

You know: There is 1 space picture in each group. There are 3<br />

sports pictures in each group. There There are are a a total total of of 24 24<br />

pictures.<br />

You need to find out:<br />

Step 1<br />

Understand<br />

There are 4 flags on the second tower.<br />

There are 8 flags on the third tower.<br />

sports pictures<br />

How many will be used?<br />

Organize the data in a table. What are your columns? The<br />

groups. There are 4 pictures in each group and 24 pictures in all.<br />

4 × 6 = 24. You need 6 columns.<br />

What do you need to find out?<br />

How many flags will be on the fourth tower?<br />

Step 2<br />

Plan<br />

Organize the data in a table. What are your<br />

columns? The towers<br />

Step 2<br />

Plan<br />

Grade 3 A7 <strong>Chapter</strong> 5<br />

What is in the row under each column? The number of space<br />

and sports pictures in each group.<br />

What is in the row under each column? The<br />

number of flags<br />

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6<br />

1 space 1 space 1 space 1 space 1 space 1 space<br />

3 sports 3 sports 3 sports 3 sports 3 sports 3 sports<br />

Look for the pattern. Since the same group repeats,<br />

multiply multiply the number of sports pictures by 6.<br />

Step 3<br />

Solve<br />

Multiply 3 by 6.<br />

Step 4<br />

Check<br />

6 groups of 3 sports pictures equal 18 sports pictures.<br />

Tower 1 Tower 2 Tower 3 Tower 4<br />

?<br />

What is done to 2 to get 4 ? 2 was added to get 4 OR<br />

2 was multiplied to get 4.<br />

Step 3<br />

Solve the problem.<br />

What was done to 4 to get 8 ? 4 was multiplied by 2.<br />

What was done to both the first and the second<br />

number? They were both multiplied by 2.<br />

Think: What is<br />

added, subtracted<br />

or multiplied?<br />

Repeat the steps for tower 3 to check your rule. Then<br />

repeat for the fourth tower. Multiply 8 by 2. 16 flags<br />

will be on the fourth tower.<br />

Look back at your answer. Does it make sense ? Why ?<br />

Step 4<br />

Check<br />

Grade 3 19 <strong>Chapter</strong> 5<br />

Grade 3 18 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

Homework Practice<br />

Problem-Solving Strategy<br />

5–3<br />

Name Date<br />

3MR1.1, 3AF2.2<br />

3MR1.1, 3AF2.2<br />

Skills Practice<br />

Problem-Solving Strategy<br />

5–3<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Solve.<br />

Solve. Use the look for a pattern strategy.<br />

1. Every home on Main Street has a dog and other pets.<br />

The first house has 1 dog and 1 cat. The second house<br />

has 1 dog and 2 cats. The third house has 1 dog and<br />

3 rabbits. The fourth house has 1 dog and 4 angel fish. If the<br />

pattern continues, the fifth house has 1 dog and how many<br />

hamsters?<br />

2. The concert hall offers specials on<br />

tickets. When you buy 5 tickets,<br />

you get 1 other ticket free. When<br />

you buy 10 tickets, you get 2 other<br />

tickets free. Lyddie got 4 tickets<br />

free. How many tickets did she<br />

1. A dancer practices 3 days in a row<br />

and then takes one day off to rest.<br />

She has a show in two weeks. If<br />

she practices on the first 3 days,<br />

and takes the 4th day off, how<br />

many times will she practice in<br />

Answers (Lesson 5 –3)<br />

5 hamsters<br />

buy?<br />

14 days?<br />

11 times 20 20 tickets<br />

2. Ann is a pet babysitter. She gets paid to help the families<br />

on Main Street with their pets every day. The first week she<br />

earned $2. The second week she earned $4. The third week<br />

she earned $6. The fourth, $8. What did she earn by the<br />

seventh week?<br />

$14<br />

4. The Portsmouth Players perform<br />

2 daytime shows and 3 evening<br />

shows per week. Their current<br />

play will run for 30 shows. How<br />

many of the shows will be daytime<br />

3. Ann decided to set up a pet parade. She had the pet owners<br />

walk in rows with their pets. In the first row she put<br />

1 owner with 1 pet. The second row had 2 owners with<br />

1 pet each. The third row had 1 pet owner and 2 pets. The<br />

fourth row had 2 pet owners with 2 pets each. The fifth row<br />

had 1 pet owner with 3 pets. If the pattern continues, what<br />

Grade 3 A8 <strong>Chapter</strong> 5<br />

shows?<br />

3. The marching band lines up in<br />

rows. The first row has 2 people.<br />

The second row has 4 people.<br />

The third row has 6 people.<br />

If this pattern continues, how<br />

many people will be in the fifth<br />

did the sixth row have?<br />

3 pet owners with 3 pets each<br />

Multiply. (Lesson 5–2)<br />

12 shows<br />

row?<br />

10 people<br />

Mixed Strategy Review<br />

6. A theater seat in the orchestra costs<br />

$32. A balcony seat costs $14. How<br />

much more does an orchestra seat<br />

cost than a balcony seat?<br />

$18<br />

5. Ken takes piano lessons. The 1st<br />

week, he practices 20 minutes<br />

each day. The 2nd week, he<br />

practices 40 minutes each day. The<br />

3rd week, he practices 1 hour each<br />

day. If this pattern continues, how<br />

many minutes will he practice each<br />

18 18<br />

24<br />

36 42<br />

4. 3 × 6 = 5. 4 × 6 =<br />

day in the 5th week?<br />

1 hour 40 minutes<br />

6. 6 × 6 = 7. 7 × 6 =<br />

Grade 3 21 <strong>Chapter</strong> 5<br />

Grade 3 20 <strong>Chapter</strong> 5<br />

Name Date<br />

3NS2.2<br />

Reteach<br />

Multiply by 7<br />

5–4<br />

Name Date<br />

3MR1.1, 3AF2.2<br />

Enrich<br />

Favorite Numbers<br />

5–3<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

You can add on to a known fact to find a new fact.<br />

36 80 24 30 63<br />

Find 7 × 3 by finding (6 × 3) +(1 × 3).<br />

Answers (Lessons 5 –3 and 5 –4)<br />

= +<br />

Carmen x x x x O<br />

Zack x x O x x<br />

Jenna x O x x x<br />

April O x x x x<br />

Carlos x x x O x<br />

7 groups of 3 = 6 groups of 3 plus 1 group of 3<br />

7 × 3 = 6 × 3 + 1 × 3<br />

= 18 + 3 = 21<br />

Read each clue. If the answer is “yes,” draw an “O” in the<br />

box. If the answer is “no,” draw an “X” in the box. Then fill<br />

in the correct answers below.<br />

Write a multiplication sentence for the picture.<br />

Carmen’s favorite number is more than 1 × 6 × 8 but less than 8 × 8.<br />

1. 2. 3.<br />

Find each product .<br />

4. 3 × 7 = 21 5. 5 × 7 = 35 6. 7 × 7 = 49<br />

7. 8 × 7 = 56 8. 7 × 6 = 42 9. 7 × 9 = 63<br />

10. 9 × 7 = 63 11. 4 × 7 = 28 12. 7 × 1 = 7<br />

13. 6 × 7 = 42 14. 3 × 7 = 21 15. 0 × 7 = 0<br />

16. 7 × 4 = 28 17. 1 × 7 = 7 18. 2 × 7 = 14<br />

Grade 3 A9 <strong>Chapter</strong> 5<br />

Zack’s favorite number is the product of each of these multiplication<br />

facts 8 × 3, 6 × 4, or 2 × 12.<br />

Carlos’ favorite number would belong in the patterns 5, 10, 15 . . .<br />

and 6, 12, 18 . . .<br />

7 × 4 = 28 7 7 × 6 6 = 42 42 7 × 8 = 56<br />

Jenna’s favorite number is a multiple of 10 that is greater than 5 × 8.<br />

April’s favorite number is the product of two equal factors that when added<br />

together equal twelve.<br />

Carmen’s favorite number is 63 . Zack’s favorite number is 24 . Jenna’s<br />

favorite number is 80 . April’s favorite number is 36 . Carlos’ favorite<br />

number is 30 .<br />

Grade 3 23 <strong>Chapter</strong> 5<br />

Grade 3 22 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

3NS2.2<br />

Homework Practice<br />

Multiply by 7<br />

5–4<br />

Name Date<br />

3NS2.2<br />

Skills Practice<br />

Multiply by 7<br />

5–4<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Multiply.<br />

Write multiplication sentences.<br />

21 35<br />

42 49<br />

56 63<br />

28 42<br />

70 77<br />

0 35<br />

28 63<br />

1. 7 × 3 = 2. 5 × 7 =<br />

1. How many train cars? 2. How many fingers?<br />

3. 6 × 7 = 4. 7 × 7 =<br />

5. 7 × 8 = 6. 9 × 7 =<br />

7. 4 × 7 = 8. 7 × 6 =<br />

9. 7 × 10 = 10. 7 × 1 =<br />

Answers (Lesson 5 –4)<br />

7 × × 3 = = 21 train cars 7 × 5 = 35 fingers<br />

11. 7 × 0 = 12. 7 × 5 =<br />

13. 7 × 4 = 14. 7 × 9 =<br />

Multiply.<br />

ALGEBRA Find each missing number.<br />

15. 8 × = 56 16. 7 × = 35<br />

17. × 7 = 14 18. × 7 = 49<br />

7 5<br />

2 7<br />

3. 7 4. 7 5. 7 6. 7 7. 5 8. 2<br />

____ × 3 ____ × 6 ____ × 9<br />

____ × 7<br />

____ × 7 ____ × 7<br />

21 42 63 49 35 14<br />

28 35 7<br />

Grade 3 A10 <strong>Chapter</strong> 5<br />

9. 7 × 4 = 10. 7 × 5 = 11. 7 × 1 =<br />

Solve. Use the look for a pattern strategy. (Lesson 5–3)<br />

19. Fred buys and sells sports cards. Week 1, he bought 10 cards<br />

and sold 2. Week 2, he bought 10 more and sold 2, giving<br />

him 16. Week 3, he bought 10 more and sold 2, giving him<br />

24. If the pattern continued, how many cards did he have by<br />

the end of Week 4?<br />

32 cards<br />

20. Fred collected football, basketball, and baseball cards. He<br />

has a total of 50 cards, with an equal number of football<br />

and basketball cards. He has 20 baseball cards. How many<br />

ALGEBRA Complete the table.<br />

Rule: Multiply by 7<br />

Input Input Output<br />

12. 13.<br />

Rule: Multiply by 7<br />

21<br />

21<br />

3<br />

35<br />

5<br />

49 49<br />

7<br />

63<br />

9<br />

Input Output<br />

5<br />

35<br />

6<br />

42<br />

7 49<br />

49<br />

56<br />

8<br />

Solve.<br />

football cards does he have?<br />

15 15 cards cards<br />

14. Jason read about trains for 2 hours each day for 1 week. How many hours<br />

did Jason read?<br />

14 hours; 7 × 2 = 14<br />

Grade 3 25 <strong>Chapter</strong> 5<br />

Grade 3 24 <strong>Chapter</strong> 5<br />

Name Date<br />

3NS2.2<br />

Enrich<br />

Lucky Seven Store<br />

5–4<br />

Name Date<br />

3NS2.2<br />

Problem-Solving Practice<br />

Multiply by 7<br />

5–4<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Solve.<br />

2. It takes Cally 3 minutes to paint<br />

each slat on a fence. There are<br />

7 slats in each section of the fence.<br />

How long will it take Cally to paint<br />

each section of the fence?<br />

21 minutes minutes<br />

1. The Martins will buy 2 new tires for<br />

each of their 7 bicycles. How many<br />

new tires will they buy?<br />

14 new tires tires<br />

Answers (Lesson 5 –4)<br />

The Lucky Seven Store sells every item in the store for 7 cents each.<br />

1. Alvin wants to buy 3 bags of marbles and 2 pencils. How<br />

much will they cost? Write two number sentences to show<br />

how much for each.<br />

cents<br />

3 × 7 = 21<br />

4. Mario will go on vacation for<br />

8 weeks this summer. For how<br />

many days will Mario be on<br />

cents<br />

2 × 7 = 14<br />

3. Each house on Alpine Street<br />

has 7 front windows. There are<br />

3 houses on each side of the<br />

street. How many front windows<br />

vacation?<br />

56 days days<br />

Grade 3 A11 <strong>Chapter</strong> 5<br />

Write one number sentence to show how much the items<br />

will cost in all.<br />

are there in all?<br />

42 windows<br />

cents<br />

5 × 7 = 35<br />

2. Clare bought 7 buttons, a bottle of glitter, and a stuffed toy.<br />

How much did they cost? Write three number sentences to<br />

show how much for each.<br />

7 × 7 = 49<br />

cents<br />

7 × 1 = 7<br />

cents<br />

7 × 1 = 7<br />

cents<br />

Write one number sentence to show how much the items<br />

cost in all.<br />

cents<br />

9 × 7 = 63<br />

6. There are an equal number of<br />

cars and bicycles in the garage. If<br />

there are 42 tires in all, how many<br />

bicycles and cars are in the garage?<br />

Explain.<br />

7 7 bicycles bicycles and 7 cars;<br />

7 × 2 bicycle tires = 14;<br />

5. Nell bought 3 pairs of white socks<br />

and 4 pairs of black socks. Each<br />

pair cost $6. Then she bought a<br />

$5.75 hat. She got back $12.25 in<br />

change. How much did Nell give<br />

to the cashier to pay for the socks<br />

and hat ? Show your work.<br />

7 × 4 car tires = 28; 14 + 28<br />

= 42 tires in all.<br />

$60; (3 (3 + 4) 4) × 6 = $42<br />

for the socks; $42 + 5.75<br />

= $47.75 for all; $47.75 +<br />

$12.25 = $60.<br />

3. How many items could be purchased with a one dollar bill?<br />

14 items<br />

4. How many items could be purchased with a five dollar bill?<br />

71 items<br />

Grade 3 27 <strong>Chapter</strong> 5<br />

Grade 3 26 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

Skills Practice<br />

Multiply by 8<br />

5–5<br />

Name Date<br />

3NS2.2<br />

3NS2.2<br />

Reteach<br />

Multiply by 8<br />

5–5<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Multiply.<br />

56 40<br />

56 64<br />

72 24<br />

32 48<br />

80 80<br />

8<br />

0 40<br />

32 72<br />

16 72<br />

You can use facts that you already know to help you<br />

multiply by 8.<br />

1. 7 × 8 = 2. 5 × 8 =<br />

3. 8 × 7 = 4. 8 × 8 =<br />

Find 6 × 8 by doubling 6 × 4.<br />

5. 9 × 8 = 6. 8 × 3 =<br />

7. 4 × 8 = 8. 6 × 8 =<br />

9. 8 × 10 = 10. 8 × 1 =<br />

Answers (Lesson 5 –5)<br />

= +<br />

11. 8 × 0 = 12. 8 × 5 =<br />

13. 8 × 4 = 14. 8 × 9 =<br />

15. 2 × 8 = 16. 9 × 8 =<br />

ALGEBRA Find each missing number.<br />

6 groups of 8 = 6 groups of 4 plus 6 groups of 4<br />

6 × 8 = 6 × 4 + 6 × 4<br />

= 24 + 24 = 48<br />

17. × 8 = 64 18. × 6 = 48<br />

Grade 3 A12 <strong>Chapter</strong> 5<br />

19. × 5 = 40 20. × 8 = 24<br />

21. × 8 = 32 22. × 8 = 56<br />

23. × 8 = 64 24. × 8 = 48<br />

25. × 8 = 0 26. × 9 = 72<br />

8 88<br />

8 3<br />

4 7<br />

8 6<br />

0 8<br />

Write a multiplication sentence for each picture.<br />

Solve.<br />

27. Justin is going to a baseball game with 8 other boys. The<br />

tickets cost $5. How much will it cost for all 9 boys to watch<br />

the game?<br />

$45<br />

28. Mike worked 8 hours washing cars for Mr. Smith. Mr. Smith<br />

paid him $4 an hour. How much did Mike earn?<br />

1. 2.<br />

1 × × 8 = = 8 3 3 × 8 8 = 24<br />

Multiply.<br />

16 0 40 40<br />

3. 2 × 8 = 4. 0 × 8 = 5. 8 × 5 =<br />

48 8 56<br />

6. 8 × 6 = 7. 8 × 1 = 8. 8 × 7 =<br />

40 3 23 2 2 42 4<br />

$32<br />

9. 5 × 8 = 10. 8 × 4 = 11. 3 × 8 =<br />

Grade 3 29 <strong>Chapter</strong> 5<br />

Grade 3 28 <strong>Chapter</strong> 5<br />

Name Date<br />

3NS2.2<br />

Problem-Solving Practice<br />

Multiply by 8<br />

5–5<br />

Name Date<br />

3NS2.2<br />

Homework Practice<br />

Multiply by 8<br />

5–5<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Solve.<br />

Multiply.<br />

1. Find the total number of dolphins if there are 8 groups of<br />

dolphins with 5 dolphins in each group.<br />

1. 8 × 3 = 2. 5 × 8 =<br />

40 dolphins<br />

3. 6 × 8 = 4. 7 × 8 =<br />

5. 8 × 8 = 6. 9 × 8 =<br />

2. A dolphin has 4 fins. How many total fins do 8 dolphins<br />

have?<br />

7. 4 × 8 = 8. 8 × 6 =<br />

9. 8 × 10 = 10. 8 × 1 =<br />

Answers (Lesson 5 –5)<br />

32 32 fins<br />

2 42 4 4 04 0<br />

48 48<br />

56<br />

64 64<br />

72 72<br />

32 32<br />

48 48<br />

80 8<br />

0 4 04 0<br />

32 72<br />

11. 8 × 0 = 12. 8 × 5 =<br />

13. 8 × 4 = 14. 8 × 9 =<br />

3. Eight dolphins are swimming around a tour boat. Each<br />

dolphin swims around the boat 8 times. How many times did<br />

ALGEBRA Find each missing number.<br />

all the dolphins swim around the boat?<br />

64 laps around the boat<br />

15. 8 × = 64 16. 7 × = 56<br />

17. × 8 = 24 18. × 8 = 64<br />

88 88<br />

3 8<br />

Grade 3 A13 <strong>Chapter</strong> 5<br />

4. The 8 tourists on the boat were able to touch 4 dolphins<br />

each. What was the total number of times a dolphin got<br />

touched?<br />

32 touches<br />

5. Using their tail fins, 7 dolphins jumped in the air 8 times.<br />

What was the total number of jumps the dolphins made?<br />

56 jumps<br />

6. Eight tourists each took 3 photos of the dolphins. How many<br />

dolphin photos were taken in all?<br />

24 photos<br />

Multiply. (Lesson 5–4)<br />

35 28<br />

70 49<br />

5 65 6 6 36 3<br />

1 41 4 4 24 2<br />

19. 7 × 5 = 20. 4 × 7 =<br />

21. 10 × 7 = 22. 7 × 7 =<br />

23. 7 × 8 = 24. 9 × 7 =<br />

25. 2 × 7 = 26. 7 × 6 =<br />

Solve. (Lesson 5–3)<br />

27. Fred has collected a total of 80 cards. A display of Fred’s cards includes<br />

2 rows of football cards with 15 in each row. In front of the football cards<br />

are 3 rows of baseball cards with 10 in each row. In front of the baseball<br />

cards are 4 rows of basketball cards. If the pattern continues, how many<br />

basketball cards are in each of the 4 rows?<br />

5 5 cards<br />

Grade 3 31 <strong>Chapter</strong> 5<br />

Grade 3 30 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

Name Date<br />

3NS2.2<br />

Reteach<br />

Multiply by 9<br />

5–6<br />

3NS2.2<br />

Enrich<br />

Roll of the Number Cube Times 8<br />

5–5<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Here is a strategy you can use when multiplying by 9.<br />

You can multiply the number by 10 and then subtract the<br />

number to find a new fact.<br />

Four friends are playing a game. Each gets to roll a pair of<br />

number cubes. After each roll, they multiply the number on the<br />

cubes by 8. They are trying to get to 80 without going over. Each<br />

person gets two chances to roll. Look at what each person got on<br />

two rolls.<br />

Answers (Lessons 5 –5 and 5 –6)<br />

Find 9 × 7.<br />

1. Carlos<br />

2. Melanie<br />

= -<br />

3. Eric<br />

9 groups of 7 = 10 groups of 7 minus 1 groups of 7<br />

9 × 7 = 10 × 7 - 1 × 7<br />

= 70 - 7 = 63<br />

Grade 3 A14 <strong>Chapter</strong> 5<br />

Multiply.<br />

1. 9 2. 9 3. 3 4. 9 5. 9 6. 6<br />

____ × 4 ____ × 5 ____ × 9 ____ × 7 ____ × 8<br />

____ × 9<br />

36 45 27 63 72 54<br />

7. 9 × 2 = 18 8. 5 × 9 = 45 9. 9 × 4 = 36<br />

10. 6 × 9 = 54 11. 9 × 3 =<br />

27<br />

12. 9 × 1 =<br />

9<br />

81<br />

13. 9 × 9 = 14. 9 × 0 =<br />

0<br />

15. 9 × 8 =<br />

72<br />

4. Marie<br />

5. How much did each person get? (Hint: Find the value of each<br />

roll for each person. Add the total that each person got.)<br />

Carlos 48 and 40; 88 Eric 48 48 and 32; 80<br />

Melanie<br />

56 and 64; 120<br />

Marie 56 and 16; 72<br />

Eric<br />

6. Who won?<br />

7. What is a faster way to find out who won without finding<br />

each value, adding each person’s rolls, and comparing them?<br />

16. 2 × 9 =<br />

18<br />

17. 8 × 9 =<br />

72<br />

18. 3 × 9 =<br />

27<br />

Total the number on the four cubes for each each person<br />

and multiply by 8; see who is closest to 8 × 10<br />

Grade 3 32 <strong>Chapter</strong> 5<br />

Grade 3 33 <strong>Chapter</strong> 5<br />

Name Date<br />

3NS2.2<br />

Homework Practice<br />

Multiply by 9<br />

5–6<br />

Name Date<br />

3NS2.2<br />

Skills Practice<br />

Multiply by 9<br />

5–6<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Multiply.<br />

1. 9 × 3 = 27 2. 5 × 9 = 45<br />

3. 6 × 9 = 54 4. 7 × 9 = 63<br />

5. 9 × 8 = 72 6. 9 × 9 = 81<br />

7. 4 × 9 = 36 8. 9 × 6 = 54<br />

9. 9 × 10 =<br />

90<br />

10. 9 × 1 =<br />

9<br />

11. 9 × 0 =<br />

0<br />

12. 9 × 5 =<br />

45 45<br />

13. 9 × 4 =<br />

36<br />

14. 8 × 9 =<br />

72<br />

Multiply.<br />

1. 9 2. 9 3. 4 4. 9 5. 9 6. 9<br />

____ × 3 ____ × 8<br />

____ × 9<br />

____ × 1<br />

____ × 7<br />

____ × 5<br />

27 72 72 36 9 63 45<br />

7. 9 8. 5 9. 9 10. 9 11. 9 12. 8<br />

____ × 2 ____ × 9<br />

____ × 0<br />

____ × 9<br />

____ × 6<br />

____ × 9<br />

18 45 0 81 54 72<br />

Answers (Lesson 5 –6)<br />

13. 2 × 9 = 18 14. 4 × 9 = 36 15. 9 × 6 = 54<br />

16. 8 × 9 =<br />

72<br />

17. 9 × 1 = 9 18. 7 × 9 = 63<br />

ALGEBRA Find each missing number.<br />

15. 9 × 8 = 72 16. 9 ×<br />

4<br />

= 36<br />

17. 5 × 9 = 45 18.<br />

9<br />

× 6 = 54<br />

19. 3 × 9 = 27 20. 9 × 9 = 81 21. 9 × 0 = 0<br />

22. 9 × 1 = 9 23. 7 × 9 = 63 24. 5 × 9 = 45<br />

Multiply. (Lesson 5–5)<br />

19. 8 × 5 =<br />

40<br />

20. 8 × 7 = 56<br />

21. 10 × 8 =<br />

80<br />

22. 7 × 8 = 56<br />

23. 7 × 8 =<br />

56<br />

24. 9 × 8 = 72<br />

25. 2 × 8 = 16 26. 8 × 6 =<br />

48<br />

27. 8 × 10 = 80 28. 8 × 1 =<br />

88<br />

Grade 3 A15 <strong>Chapter</strong> 5<br />

25. 2 × 9 = 18 26. 0 × 9 = 0 27. 9 × 4 = 36<br />

ALGEBRA Complete the table.<br />

Factor 4 9 9 9<br />

Factor 9<br />

55 7 9<br />

Product 36 45 45 63 81<br />

29.<br />

28. 8 × 6 = 48 29. 3 × 8 = 24 30. 6 × 7 = 42<br />

31. 6 × 5 = 30 32. 7 × 3 = 21 33. 5 × 7 = 35<br />

34. 9 × 3 = 27 35. 8 × 7 = 56 36. 9 × 6 = 54<br />

Solve.<br />

37. Jordan saw 9 airplanes fly over 38. The Sports Cap Company sent<br />

his house every day last week.<br />

3 caps to each of the 9 starters on<br />

How many airplanes did Jordan a baseball team. How many caps<br />

see last week?<br />

did the company send?<br />

63 airplanes; 7 × 9 = 63 27 caps; 9 × 3 = 27<br />

Grade 3 35 <strong>Chapter</strong> 5<br />

Grade 3 34 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

Enrich<br />

Find the Products for the Nines<br />

5–6<br />

Name Date<br />

3NS2.2<br />

3NS2.2<br />

Problem-Solving Practice<br />

Multiply by 9<br />

5–6<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Write the products for the 9s. Find each product in the picture.<br />

Use a blue crayon or colored pencil to shade or color all the<br />

numbers that make up the products of the fact families for the<br />

9s. Shade all other numbers with the colors of your choice.<br />

Solve<br />

2. Carmen’s parrot eats 9 crackers a<br />

day. How many crackers will it eat<br />

in 4 days?<br />

1. Jose spends $9 on lunch each<br />

day. How much does he spend for<br />

lunch in 2 days?<br />

9 × 1 = 9 9 × 6 = 54 9 × 2 = 18<br />

36<br />

$18 $18<br />

9 × 7 = 63 9 × 3 = 27 9 × 8 = 72<br />

Answers (Lesson 5 –6)<br />

9 × 4 = 36 9 × 9 = 81 9 × 5 = 45<br />

90<br />

9 × 10 =<br />

4. The So Rich cookie factory can<br />

bake 9 chocolate chip cookies<br />

a minute. Can the factory fill an<br />

order for 80 cookies in 9 minutes?<br />

Explain.<br />

3. On Mr. Dugan’s farm, 9 cows can<br />

be milked in an hour. Mr. Dugan<br />

says that 45 cows will be milked in<br />

5 hours. Is he correct? Explain.<br />

Yes; 9 cows × 5 hours =<br />

8<br />

73<br />

64 55<br />

18<br />

72<br />

90<br />

81 45<br />

63<br />

54<br />

9<br />

13<br />

Yes; Yes; 9 cookies ×<br />

9 minutes = 81 cookies<br />

in 9 minutes; 81 > 80<br />

45 cows milked<br />

Grade 3 A16 <strong>Chapter</strong> 5<br />

36<br />

19<br />

5<br />

71<br />

29<br />

17<br />

47<br />

34<br />

91<br />

37<br />

27<br />

10<br />

21<br />

38<br />

What do you notice about the products of the numbers 1 – 10<br />

multiplied by 9? (Hint: look for a pattern.)<br />

The digit in the tens place is 0 - 9, and the digit ones<br />

place is 9 - 0, they are in reverse order.<br />

If you add the digits of each product you found, what is the sum of each? For<br />

example, what is the sum of the digits in 18?<br />

6. Ty works 9 hours a day and earns<br />

$6 an hour. Cal works 6 hours a<br />

day and earns $9 an hour. If they<br />

both work 5 days per week, who<br />

earns more money?<br />

They both earn the same<br />

amount.<br />

5. For the school talent contest,<br />

9 singers will perform for<br />

3 minutes each. Then 5 dancers<br />

will perform for 4 minutes each.<br />

How many minutes will it take for<br />

the singers and dancers to perform<br />

in all?<br />

Who works longer? Explain.<br />

47 minutes<br />

Ty; Ty works 9 hours × 5 days<br />

= 45 hours; Cal works 6 hours<br />

× 5 days = 30 hours; 45 hours<br />

- 30 hours = 15 hours longer.<br />

9<br />

Grade 3 37 <strong>Chapter</strong> 5<br />

Grade 3 36 <strong>Chapter</strong> 5<br />

Name Date<br />

3MR1.1<br />

Reteach<br />

Problem–Solving Investigation (continued)<br />

5–7<br />

Name Date<br />

3MR1.1<br />

Reteach<br />

Problem–Solving Investigation<br />

5–7<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Carry out your plan.<br />

Find the pattern.<br />

8 16 24 The pattern is add 8.<br />

Step 3<br />

Solve Plan 1<br />

Choose a Strategy<br />

+8 +8<br />

Draw a picture of 12 pieces of wood. Write the length<br />

next to each piece.<br />

Plan 2<br />

Juan has pieces of wood. The first piece of wood is 8 inches. The<br />

second piece of wood is 16 inches. The third piece of wood is<br />

24 inches. If this pattern continues, what will be the length of<br />

the twelfth piece of wood?<br />

6<br />

5<br />

4<br />

3<br />

2<br />

1<br />

Be sure you understand the problem.<br />

Answers (Lesson 5 –7)<br />

48<br />

40<br />

32<br />

24<br />

16<br />

8<br />

Step 1<br />

Understand<br />

What facts do you know?<br />

12<br />

11<br />

10<br />

9<br />

8<br />

7<br />

96<br />

88<br />

80<br />

72<br />

64<br />

56<br />

The twelfth piece of wood is<br />

96<br />

inches.<br />

• The first piece of wood is 88 inches.<br />

• The second piece of wood is 16 inches.<br />

• The third piece of wood is 24 inches.<br />

Is the solution reasonable?<br />

Step 4<br />

Check<br />

What do you need to find?<br />

Grade 3 A17 <strong>Chapter</strong> 5<br />

Reread the problem.<br />

• You need to find the length of<br />

the twelfth piece piece of wood<br />

How can you check your answer ?<br />

See students’ work; Possible answer:<br />

repeated addition: 8 + 8 + 8 + 8 + 8 + 8 + 8<br />

+ 8 + 8 + 8 + 8 + 8 = 96<br />

Solve.<br />

2. Winnie is making a quilt. The first<br />

section has 2 pieces of fabric.<br />

The second section has 5 pieces<br />

of fabric. The third section has<br />

8 pieces of fabric. If this pattern<br />

continues, how many pieces of<br />

fabric will be in the eighth section<br />

of the quilt ?<br />

1. Jim has 5 packs of cards. There are<br />

15 cards in each pack. He gives 3<br />

of his packs away. How many cards<br />

does he have left ?<br />

30 cards cards<br />

.<br />

Make a plan.<br />

Choose a strategy.<br />

You can find the pattern.<br />

You can also draw a picture. Show 12 pieces of wood.<br />

Use the pattern, and write the length of each piece<br />

next to the piece of wood.<br />

23 pieces of fabric<br />

Step 2<br />

Plan<br />

• Logical Reasoning<br />

• Draw a Picture or<br />

Diagram<br />

• Make a Graph<br />

• Act It Out<br />

• Make a Table or<br />

List<br />

• Find a Pattern<br />

• Guess and Check<br />

• Write an Equation<br />

• Work Backward<br />

• Solve a Simpler<br />

Problem<br />

Grade 3 39 <strong>Chapter</strong> 5<br />

Grade 3 38 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

Homework Practice<br />

Problem-Solving Investigation<br />

5–7<br />

Name Date<br />

3MR1.1<br />

3MR1.1<br />

Skills Practice<br />

Problem-Solving Investigation<br />

5–7<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Solve. Use any strategy.<br />

Choose a strategy to solve the problem.<br />

1. Bob rode 2 miles on his bike for 9 days. What is the total<br />

number of miles he rode?<br />

18 18 miles<br />

2. There are 8 rows of trees in the<br />

park. Each row has 8 trees. How<br />

many trees are there in all?<br />

64 trees<br />

2. Two toads are near the path. Together, they have 6 dark<br />

spots on them. The larger one has 2 times as many spots as<br />

the smaller one. How many spots does each one have?<br />

1. On Park Day, volunteers plant trees<br />

in the park. The first tree is 2 feet<br />

tall. The second tree is 4 feet tall.<br />

The third tree is 6 feet tall. Suppose<br />

this pattern continues. What will be<br />

the height of the fifth tree?<br />

Answers (Lesson 5 –7)<br />

10 10 feet<br />

large large -4; -4; small -2<br />

3. Mandy has $5. Becky has $5 more than Mandy. Sue has<br />

2 times as much as Becky. How much money do the girls<br />

have together?<br />

$35<br />

4. Some volunteers are building<br />

picnic tables. Each table uses<br />

5 pieces of wood for the top,<br />

2 pieces of wood for the sides,<br />

and 6 pieces of wood for the rest<br />

of the table. How many pieces of<br />

wood are needed to make<br />

3. Jenny takes a photo of the town<br />

square. She makes a square frame<br />

for the photo. Each of the 4 sides<br />

of the frame is 9 inches long. How<br />

many inches around is the frame?<br />

36 inches<br />

4. 36 students were standing in the lunch line. The principal<br />

gave the first girl a star. Then, he gave every sixth person in<br />

back of the girl a star. How many people got stars?<br />

Grade 3 A18 <strong>Chapter</strong> 5<br />

6 people<br />

Multiply. (Lesson 5–6)<br />

54 90<br />

99 0<br />

6 36 3 3 63 6<br />

72 81<br />

5. 9 × 6 = 6. 9 × 10 =<br />

7. 9 × 1 = 8. 9 × 0 =<br />

9. 9 × 7 = 10. 9 × 4 =<br />

4 picnic tables?<br />

52 pieces pieces of wood<br />

Mixed Strategy Review<br />

6. There are three groups of students<br />

making murals for the train station.<br />

Each group has 6 students. How<br />

many students are there in all?<br />

18 students<br />

5. This year, a town sells tickets<br />

to the picnic to 252 adults and<br />

518 children. Last year, there were<br />

695 people at the picnic. How<br />

many more people are there this<br />

year than last year ?<br />

75 more people<br />

11. 8 × 9 = 12. 9 × 9 =<br />

7. Write a problem that you could<br />

solve by drawing a picture or by<br />

finding a pattern. Share it with<br />

others.<br />

See students’ work<br />

Grade 3 41 <strong>Chapter</strong> 5<br />

Grade 3 40 <strong>Chapter</strong> 5<br />

Name Date<br />

3AF1.5<br />

Reteach<br />

Algebra: Associative Property<br />

5–8<br />

Name Date<br />

3MR1.1<br />

Enrich<br />

Unlock the Pyramids<br />

5–7<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

You can use the properties of multiplication to multiply 3 numbers.<br />

Find 3 × 2 × 5.<br />

Find the missing numbers in the patterns. Then multiply<br />

them together to unlock the top number of the pyramid.<br />

Under each pyramid, write multiplication sentence to show<br />

how you unlocked the pyramid.<br />

Answers (Lessons 5 –7 and 5 –8)<br />

2.<br />

1.<br />

18 18<br />

24<br />

33 66<br />

4 6<br />

22<br />

The Associative Property of<br />

Multiplication<br />

The Commutative Property of<br />

Multiplication<br />

12<br />

8 10<br />

When multiplying, the grouping of the<br />

factors does not change the product.<br />

When multiplying, the order of the<br />

factors does not change the product.<br />

2 × 12 = 24 3 × 6 6 = 18<br />

You can use<br />

the Associative<br />

Property to<br />

group two<br />

factors.<br />

3 × 2 × 5 = 30<br />

3 × (2 × 5) = 30<br />

(3 × 2) × 5 = 30<br />

You can use the<br />

Commutative<br />

Property to<br />

switch the order<br />

of the numbers<br />

3, 2, and 5.<br />

3 × 2 × 5 = 30<br />

2 × 5 × 3 = 30<br />

5 × 2 × 3 = 30<br />

Grade 3 A19 <strong>Chapter</strong> 5<br />

3. 4.<br />

Find each product .<br />

30 24 28<br />

18 40 0<br />

28 28<br />

36 56<br />

24 24<br />

54 36<br />

0 00 45<br />

1. 5 × 3 × 2 = 2. 2 × 2 × 6 = 3. 7 × 4 × 1 =<br />

4. 3 × 2 × 3 = 5. 5 × 4 × 2 = 6. 7 × 8 × 0 =<br />

7. 2 × 7 × 2 = 8. 3 × 6 × 2 = 9. 8 × 7 × 1 =<br />

10. 3 × 4 × 2 = 11. 6 × 3 × 3 = 12. 6 × 2 × 3 =<br />

13. 8 × 9 × 0 = 14. 6 × 5 × 0 = 15. 9 × 1 × 5 =<br />

Find each missing number.<br />

32<br />

4 88<br />

100<br />

5<br />

20 20<br />

5 × 20 = 100 4 4 × × 8 = 32<br />

5. Create your own pyramid for a friend to unlock.<br />

16. 5 × 2 × = 80 17. × 2 × 6 = 24<br />

18. 1 × 7 × 3 = 19. × 2 × 5 = 20<br />

8 22<br />

21 2<br />

Grade 3 43 <strong>Chapter</strong> 5<br />

Grade 3 42 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

Homework Practice<br />

Algebra: Associative Property<br />

5–8<br />

Name Date<br />

3AF1.5<br />

3AF1.5<br />

Skills Practice<br />

Algebra: Associative Property<br />

5–8<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Find each product.<br />

6 4 04 0<br />

32 15<br />

Find each product.<br />

1. 1 × 2 × 3 = 2. 5 × 2 × 4 =<br />

1. 2 × 2 × 6 = 2. 1 × 8 × 4 =<br />

3. 8 × 2 × 2 = 4. 3 × 5 × 1 =<br />

3. 9 × 3 × 2 = 4. 3 × 3 × 1 =<br />

14 0<br />

63 24<br />

5. 7 × 2 × 1 = 6. 8 × 8 × 0 =<br />

5. 5 × 2 × 4 = 6. 9 × 1 × 0 =<br />

7. 3 × 3 × 7 = 8. 4 × 3 × 2 =<br />

7. 6 × 3 × 1 = 8. 8 × 3 × 2 =<br />

9. 4 × × 4 = 32 10. 5 × × 1 = 45<br />

ALGEBRA Find each missing number.<br />

9. 2 × × 2 = 4 10. 3 × × 1 = 12<br />

11 4<br />

11. × 6 × 2 = 12 12. × 6 × 1 = 12<br />

11. × 4 × 2 = 56 12. × 2 × 3 = 30<br />

7 5<br />

13. 3 × × 4 = 24 14. 6 × 9 × = 0<br />

24 32<br />

54 9<br />

40 0<br />

18 48<br />

2 99<br />

1 22<br />

2 0<br />

5 4<br />

Answers (Lesson 5 –8)<br />

15. 1 × × 3 = 15 16. 5 × × 3 = 60<br />

Grade 3 A20 <strong>Chapter</strong> 5<br />

Solve. (Lesson 5–7)<br />

Solve.<br />

13. Angie collects pairs of earrings. She hangs them on an earring<br />

tree. On the first row she hung 9 pairs, on the second row<br />

she hung 7 pairs, and on the third row she hung 5 pairs.<br />

If she continued this pattern, how many pairs would Angie<br />

hang on the fourth row? How many pairs of earrings does<br />

she have in all four rows?<br />

3 3 pairs<br />

24 pairs<br />

14. Fred made a display with a deck of playing cards. In the first<br />

row he used 6 cards. In the second row he used 12 cards. In<br />

the third row he used 18. In the fourth row, 24. If the pattern<br />

keeps up, how many cards will be in the sixth row?<br />

17. Tony and his friends had a pizza party. They bought 2 pizzas,<br />

each cut into 8 slices. Tony put 3 slices of banana pepper on<br />

each piece. How many slices of banana peppers did he use?<br />

48 slices slices<br />

18. Tony also bought 3 packs of soda in cans. Each pack held<br />

6 cans. How many cans of soda did Tony buy?<br />

18 18 cans<br />

19. Which of the following does not belong with the other three?<br />

(1 × 3) × 2 = 1 × (3 × 2) (6 × 3) × 2 = 6 × (3 × 2)<br />

2 × (6 × 1) = (2 × 6) × 1 5 × (3 × 1) = (5 × 5) × 2<br />

5 × (3 (3 × 1) 1) = (5 (5 × 5) 5) × 2<br />

36 36 cards cards<br />

Grade 3 45 <strong>Chapter</strong> 5<br />

Grade 3 44 <strong>Chapter</strong> 5<br />

Name Date<br />

5–8<br />

Name Date<br />

3AF1.5<br />

Enrich<br />

Algebra: Associative Property<br />

3AF1.5<br />

Problem-Solving Practice<br />

Algebra: Associative Property<br />

5–8<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Help the leprechaun find his pot of gold. Start at the leprechaun.<br />

Find his path by multiplying numbers as you go. When all the<br />

numbers are in the correct path, the product is 45. Shade the<br />

path the leprechaun should follow.<br />

Solve.<br />

1. Mallory and her 4 friends are setting up a lemonade stand.<br />

They each brought 2 bags of lemons. Each bag has 4 lemons.<br />

How many lemons do the girls have altogether?<br />

40 lemons<br />

Answers (Lesson 5 –8)<br />

1<br />

2. Mallory set up 2 tables with 3 containers of lemonade<br />

on each. Each container has 8 ice cubes. Write a number<br />

sentence to find the number of ice cubes she used.<br />

(2 (2 × 3) 3) × 8 = 48 ice cubes cubes<br />

6<br />

5<br />

3<br />

2<br />

3. Two of Mallory’s friends were each serving three customers at<br />

each table. Write a number sentence to show the number of<br />

customers the girls were serving.<br />

Grade 3 A21 <strong>Chapter</strong> 5<br />

2<br />

3<br />

5<br />

2 × 2 × 3 = 12 customers customers<br />

5<br />

4<br />

1<br />

45<br />

4. Every hour, 5 people stopped for lemonade and spent $2<br />

each. After 4 hours, how much had the girls earned?<br />

$40 $40<br />

5. At the end of the day, Mallory’s 4 friends each had two<br />

$5-bills. How much did Mallory’s friends earn altogether?<br />

$40 $40<br />

Grade 3 47 <strong>Chapter</strong> 5<br />

Grade 3 46 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

Skills Practice<br />

Algebra: Find a Rule<br />

5–9<br />

Name Date<br />

3AF2.2<br />

3AF2.2<br />

Reteach<br />

Algebra: Find a Rule<br />

5–9<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Write the rule for each table. Then complete the table.<br />

A rule tells you what to do. This works in math too.<br />

x 9<br />

3.<br />

x 2<br />

2.<br />

x 4<br />

1.<br />

To build a boxcar, Bob needs to put 4 wheels on the corners<br />

of a wooden box. If he wanted to build 4 boxcars, how many<br />

wheels would he need?<br />

7<br />

5<br />

6<br />

Step 1 Find a pattern.<br />

72<br />

14<br />

Answers (Lesson 5 –9)<br />

8<br />

You know that 1 boxcar = 4 wheels.<br />

So, 2 boxcars = 8 wheels.<br />

6. x 2<br />

x 6<br />

5.<br />

x 3<br />

4.<br />

The pattern or rule is to multiply by 4.<br />

Step 2 Extend the pattern.<br />

42<br />

30<br />

3 boxcars = 3 × 4 or 12 wheels.<br />

1<br />

8<br />

18<br />

24<br />

3 × 4 = 12<br />

4 boxcars = 4 × 4 = 16 wheels<br />

Grade 3 A22 <strong>Chapter</strong> 5<br />

48<br />

9. x 2<br />

8. x 10<br />

7. x 4<br />

18<br />

9<br />

90<br />

30<br />

40<br />

8<br />

Find a rule. Then extend the rule to solve.<br />

10. On Monday, there were 5 flowers blooming in the garden.<br />

On Tuesday, there were 10 flowers blooming. There were 15<br />

by Wednesday. By Friday, how many flowers were blooming?<br />

So, Bob needs 16 wheels.<br />

Practice.<br />

1. For every 2 wheels that Bob bought, the man in the store<br />

gave him 2 free wheels. When Bob bought 16 wheels, how<br />

many did he get free?<br />

8 wheels wheels<br />

2. Write the rule for each table. Then, complete the table.<br />

x 5<br />

Rule:<br />

x 3<br />

Rule:<br />

x 2<br />

Rule:<br />

Output<br />

Input<br />

Output<br />

Input<br />

Output<br />

Input<br />

25<br />

5<br />

12<br />

4<br />

6<br />

3<br />

25 flowers flowers<br />

30<br />

6<br />

15<br />

5<br />

10<br />

5<br />

25<br />

21<br />

7<br />

35<br />

5<br />

7<br />

24<br />

8<br />

7 14<br />

9 18<br />

Grade 3 49 <strong>Chapter</strong> 5<br />

Grade 3 48 <strong>Chapter</strong> 5<br />

Name Date<br />

Name Date<br />

3AF2.2<br />

Problem-Solving Practice<br />

Algebra: Find a Rule<br />

5–9<br />

3AF2.2<br />

Homework Practice<br />

Algebra: Find a Rule<br />

5–9<br />

<strong>Chapter</strong> <strong>Resource</strong>s<br />

Find a rule. Then extend the rule to solve.<br />

Write the rule for each table. Then complete the table.<br />

1. There are 24 crayons in 3 boxes. There are 32 crayons in<br />

4 boxes. How many crayons are in 5 boxes?<br />

× 8<br />

Rule:<br />

40 crayons<br />

Output<br />

Input<br />

24<br />

3<br />

32<br />

4<br />

2. There are 10 strawberries in 2 boxes and 15 strawberries in<br />

3 boxes. How many strawberries are in 4 boxes?<br />

40<br />

5<br />

56<br />

7<br />

1. 2. 3.<br />

Rule: × × 5<br />

Rule: × 6<br />

Input Output Output<br />

Input Output<br />

3 15 15<br />

4 24<br />

4 20<br />

5 30<br />

6 30<br />

7 42<br />

9 45<br />

8 48<br />

Answers (Lesson 5 –9)<br />

20 20 strawberries<br />

strawberries<br />

3. A farmer grows carrots. Each row has 5 carrots. How many<br />

carrots are there in a garden with 7 rows? a garden with<br />

× 9<br />

Rule: Rule:<br />

4. 5.<br />

Rule: × 7<br />

Output<br />

Input<br />

Output<br />

Input<br />

8 rows? a garden with 9 rows?<br />

35 carrots; 40 carrots; 45 carrots<br />

36<br />

4<br />

14<br />

2<br />

54<br />

6<br />

21<br />

3<br />

Grade 3 A23 <strong>Chapter</strong> 5<br />

4. After 6 weeks, Russ saved $60. By the end of the next week,<br />

he had $70. How much did he save by the third week?<br />

81<br />

9<br />

35<br />

5<br />

90<br />

10<br />

56<br />

8<br />

$30<br />

5. The amusement park sold ride tickets in packs of 5, 10, 15,<br />

20 tickets. What would a pack of 10 tickets cost if 20 tickets<br />

Solve. (Lesson 5–8)<br />

cost $8?<br />

0 1 21 2<br />

$4<br />

6. 8 × 2 × 0 = 7. 3 × 4 × 1 =<br />

8. 2 × 5 × 2 = 9. 2 × × 2 = 16<br />

20 4<br />

6. A recipe calls for 2 onions for one batch. Two batches need<br />

4 onions. How many onions are needed for four batches?<br />

8 8 onions onions<br />

10. Sal wants to make oatmeal for himself and his brother. The<br />

directions say to add 2 cups of boiling water to the oatmeal<br />

for 1 serving. Both Sal and his brother want double servings.<br />

How many cups of boiling water will Sal need to measure?<br />

8 cups cups<br />

Grade 3 51 <strong>Chapter</strong> 5<br />

Grade 3 50 <strong>Chapter</strong> 5<br />

Answers

Name Date<br />

Name Date<br />

Vocabulary Test<br />

5<br />

3AF2.2<br />

Enrich<br />

What’s My Rule?<br />

5–9<br />

Match each word to its definition. Write your answers on<br />

the lines provided.<br />

Find and extend the rule for each table. Then write a multiplication<br />

sentence that tells what completes each table.<br />

Answers (Lesson 5 –9 and Vocabulary Test)<br />

A. a number that divides into a whole<br />

number evenly. It is also known<br />

as a number that is multiplied by<br />

another number.<br />

1. Associative property of<br />

Multiplication E<br />

1. Rule: Multiply by<br />

Input 0 1 2 3<br />

Output 0 2 4 6<br />

2 × 4 = 8<br />

2. Commutative Property of<br />

B. If you multiply a number by 1, the<br />

Multiplication F<br />

product is the same as the given<br />

number.<br />

3. factor A<br />

C. a sequence of numbers, figures,<br />

or symbols that follows a rule or<br />

design<br />

4. Identity Property of<br />

D. the answer to a multiplication<br />

Multiplication B<br />

problem; It also refers to expressing<br />

a number as product of its factors.<br />

5. pattern CC<br />

E. the property that states that the<br />

grouping of the factors does not<br />

change the product<br />

6. product D<br />

F. the property that states that the<br />

order in which two numbers are<br />

multiplied does not change the<br />

product<br />

Multiply by 2<br />

2. Rule Multiply by<br />

Input 1 2 3 4<br />

Output 8 16 24 32<br />

8 × 5 = 40<br />

Multiply by 8<br />

3. Rule Multiply by<br />

Input 1 2 3 4<br />

Output 7 14 21 28<br />

4. Rule Multiply by<br />

Input 0 1 2 3<br />

Output 0 3 6 9<br />

5. Rule Multiply by<br />

Input 4 5 6 7<br />

Output 36 45 54 63<br />

Grade 3 A24 <strong>Chapter</strong> 5<br />

7 × 5 = 35<br />

Multiply by 7<br />

3 × 4 = 12<br />

Multiply by 3<br />

9 × 8 = 72<br />

Multiply by 9<br />

Grade 3 60 <strong>Chapter</strong> 5<br />

Grade 3 52 <strong>Chapter</strong> 5<br />

Name Date<br />

Oral Assessment (continued)<br />

5<br />

Name Date<br />

Oral Assessment<br />

5<br />

6. If there were 10 cars racing in each race, how many cars would have raced<br />

over 2 days?<br />

Put 3 paperclips, 4 erasers, and 2 pencils on the table.<br />

60 cars<br />

Read each question aloud to the student. Then write the student’s answers on<br />

the lines below the question.<br />

7. Tell how you got your answer.<br />

1. If you multiply the amount of paperclips by the amount of erasers what do<br />

you get?<br />

Answers (Oral Assessment)<br />

Sample answer : I know there are 6 races. S0, 6 × 10 = 60.<br />

Assessment<br />

12<br />

8. If there was one additional race on Friday, where 10 cars raced, how many<br />

cars would have raced over the 3 days?<br />

2. Multiply that product by the amount of pencils. What is the product?<br />

24<br />

70 cars<br />

9. Tell how you got your answer.<br />

Grade 3 A25 <strong>Chapter</strong> 5<br />

Sample answer : There are 7 races with 10 cars in each. 7 × 10 = 70<br />

3. If you change the order and first multiply the number of pencils by the<br />

number of erasers, and then that product by the number of paperclips,<br />

would the final product be the same?<br />

Yes; 24<br />

4. Tell how you got your answer.<br />

Sample answer : I multiplied 2 × 4 and got 8. Then I multiplied 8 × 3.<br />

5. There were 2 car races on Saturday and 4 on Sunday. If there were 8 cars<br />

racing in each race, how many cars raced over 2 days?<br />

48 cars<br />

Grade 3 62 <strong>Chapter</strong> 5<br />

Grade 3 61 <strong>Chapter</strong> 5<br />

Answers

<strong>Chapter</strong> 5 Assessment Answer Key<br />

Diagnostic Assessment <strong>Chapter</strong> Pretest Quiz 1 (5–1 through 5–3)<br />

Page 54 Page 55 Page 56<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

11.<br />

12<br />

5<br />

16<br />

20<br />

3 × 4 = 12<br />

3 × 5 = 15<br />

6 × 2 = 12<br />

no<br />

4 corn<br />

muffins<br />

count by<br />

5s; 35, 40<br />

count by<br />

3s; 18, 21<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

13.<br />

6<br />

30<br />

28<br />

32<br />

54<br />

24<br />

36<br />

60<br />

30<br />

48<br />

21<br />

24<br />

12<br />

Grade 3 A26 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

18<br />

21<br />

48<br />

54<br />

12<br />

Rule: multiply by 3<br />

Input<br />

3<br />

6<br />

10<br />

0<br />

18<br />

24; 30<br />

Output<br />

9<br />

18<br />

30<br />

0<br />

<strong>Chapter</strong> 5 Assessment Answer Key<br />

Quiz 2 (5–4 through 5–6) Quiz 3 (5–7 through 5–9) Mid-<strong>Chapter</strong> Review<br />

Page 57 Page 58 Page 59<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

28<br />

35<br />

48<br />

49<br />

72<br />

42<br />

64<br />

18<br />

27<br />

9<br />

18<br />

9<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

20<br />

27<br />

56<br />

12<br />

5<br />

8<br />

40<br />

2<br />

16, 20<br />

Grade 3 A27 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

3 × 7 to get 42<br />

7.<br />

8.<br />

9.<br />

B<br />

F<br />

D<br />

G<br />

C<br />

You can<br />

organize<br />

data in a<br />

table.<br />

Double the<br />

answer to<br />

Check student<br />

problem to include<br />

multiplying by 3.<br />

The known fact<br />

is 3 × 5.<br />

Answers

<strong>Chapter</strong> 5 Assessment Answer Key<br />

<strong>Chapter</strong> Test, Form 1 <strong>Chapter</strong> Test, Form 2A<br />

Page 65 Page 66 Page 67<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

C<br />

H<br />

C<br />

G<br />

B<br />

H<br />

D<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

13.<br />

14.<br />

F<br />

D<br />

F<br />

A<br />

H<br />

D<br />

F<br />

(continued on the next page)<br />

Grade 3 A28 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

D<br />

J<br />

C<br />

J<br />

C<br />

H<br />

D<br />

<strong>Chapter</strong> 5 Assessment Answer Key<br />

<strong>Chapter</strong> Test, Form 2A <strong>Chapter</strong> Test, Form 2B<br />

Page 68 Page 69 Page 70<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

G<br />

B<br />

J<br />

C<br />

F<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

B<br />

F<br />

C<br />

G<br />

B<br />

H<br />

C<br />

Grade 3 A29 <strong>Chapter</strong> 5<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

13.<br />

14.<br />

F<br />

B<br />

H<br />

A<br />

H<br />

A<br />

F<br />

Answers

<strong>Chapter</strong> 5 Assessment Answer Key<br />

<strong>Chapter</strong> Test, Form 2C <strong>Chapter</strong> Test, Form 2D<br />

Page 71 Page 72 Page 73<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

28<br />

27<br />

48<br />

49<br />

24<br />

1 × 8 × 10;<br />

80 blueberries<br />

2 × 4= 8;<br />

10 - 8 = $2<br />

7 × 3 × 2<br />

42 bags<br />

<<br />

=<br />

11.<br />

12.<br />

13.<br />

14.<br />

15.<br />

16.<br />

17.<br />

18.<br />

19.<br />

20.<br />

9<br />

1<br />

72<br />

60<br />

9<br />

35<br />

$48<br />

$30<br />

34<br />

26<br />

(continued on the next page)<br />

Grade 3 A30 <strong>Chapter</strong> 5<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

36<br />

63<br />

24<br />

45<br />

32<br />

80 raisins<br />

$4<br />

40 bags<br />

<<br />

=<br />

<strong>Chapter</strong> 5 Assessment Answer Key<br />

<strong>Chapter</strong> Test, Form 2D <strong>Chapter</strong> Test, Form 3<br />

Page 74 Page 75 Page 76<br />

11.<br />

12.<br />

13.<br />

14.<br />

15.<br />

16.<br />

17.<br />

18.<br />

19.<br />

20.<br />

9<br />

4<br />

27<br />

54<br />

4<br />

12<br />

$30<br />

$18<br />

22 miles<br />

23 people<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

54<br />

81<br />

56<br />

64<br />

64<br />

54 54<br />

80 chocolate<br />

chips,<br />

100 walnuts<br />

$2<br />

60 bags<br />

><br />

<<br />

=<br />

Grade 3 A31 <strong>Chapter</strong> 5<br />

13.<br />

14.<br />

15.<br />

16.<br />

17.<br />

18.<br />

19.<br />

20.<br />

2<br />

3<br />

3<br />

24 slices<br />

$40<br />

$39<br />

32 miles<br />

28 people<br />

Answers

<strong>Chapter</strong> 5 Assessment Answer Key<br />

Page 77, Extended-Response Test<br />

Scoring Rubric<br />

Level Specific Criteria<br />

4 The student demonstrates a thorough understanding of the mathematics<br />

concepts and/or procedures embodied in the task. The student has<br />

responded correctly to the task, used mathematically sound procedures, and<br />

provided clear and complete explanations and interpretations. The response<br />

may contain minor flaws that do not detract from the demonstration of a<br />

thorough understanding.<br />

3 The student demonstrates an understanding of the mathematics concepts<br />

and/or procedures embodied in the task. The student’s response to the<br />

task is essentially correct with the mathematical procedures used and<br />

the explanations and interpretations provided demonstrating an essential<br />

but less than thorough understanding. The response may contain minor<br />

errors that reflect inattentive execution of the mathematical procedures<br />

or indications of some misunderstanding of the underlying mathematics<br />

concepts and/or procedures.<br />

2 The student has demonstrated only a partial understanding of the<br />

mathematics concepts and/or procedures embodied in the task. Although<br />

the student may have used the correct approach to obtaining a solution or<br />

may have provided a correct solution, the student’s work lacks an essential<br />

understanding of the underlying mathematical concepts. The response<br />

contains errors related to misunderstanding important aspects of the task,<br />

misuse of mathematical procedures, or faulty interpretations of results.<br />

1 The student has demonstrated a very limited understanding of the<br />

mathematics concepts and/or procedures embodied in the task. The<br />

student’s response to the task is incomplete and exhibits many flaws.<br />

Although the student has addressed some of the conditions of the task,<br />

the student reached an inadequate conclusion and/or provided reasoning<br />

that was faulty or incomplete. The response exhibits many errors or may be<br />

incomplete.<br />

0 The student has provided a completely incorrect solution or<br />

uninterpretable response, or no response at all.<br />

Grade 3 A32 <strong>Chapter</strong> 5<br />

<strong>Chapter</strong> 5 Assessment Answer Key<br />

Page 77, Extended-Response Test<br />

Sample Answers<br />

In addition to the scoring rubric found on page A32, the following sample<br />

answers may be used as guidance in evaluating open-ended assessment items.<br />

1. a. Answers will vary. Sample answer:<br />

You can use skip counting to<br />

multiply a number by 3 by adding<br />

3 to the number over and over<br />

again. For example: to find 3 ×<br />

4 you can count 3 jumps of four<br />

(4, 8, 12) . You can also draw<br />

an array to multiply by 3. For<br />

example: to find 6 × 3 you can<br />

count 3 rows of 6.<br />

b. You can draw a picture to help<br />

solve a multiplication problem.<br />

For example: If you know there<br />

are 3 children and each child<br />

is wearing two gloves, you can<br />

draw a picture to find out how<br />

many gloves there are in all.<br />

c. Samantha goes to the pet store.<br />

There are black cats, white cats,<br />

spotted cats and brown cats.<br />

She notices that there are 3 of<br />

each color. How many cats are<br />

there altogether?<br />

Answer: 12<br />

2. Answers may vary slightly. Sample<br />

answer:<br />

Step 1:<br />

I know that there will be 6 chairs in<br />

the first row.<br />

I know that there will be 9 chairs in<br />

the second row.<br />

I know that there will be 12 chairs<br />

in the third row.<br />

I need to find how many chairs will<br />

be in the fifth row.<br />

Step 2:<br />

My plan is to organize the data in a<br />

table and then look for a pattern.<br />

Step 3:<br />

I will first put the information in a<br />

table.<br />

1st 2nd 3rd 4th 5th<br />

6 9 12 15 18<br />

I will then look for a pattern. I<br />

see that the pattern is +3, so I<br />

complete the chart.<br />

So, there will be 18 chairs in the<br />

fifth row.<br />

Step 4:<br />

I will check my work.<br />

I look back at the problem<br />

6 + 3 = 9<br />

9 + 3 = 12<br />

12 + 3 = 15<br />

15 + 4 = 18<br />

There are 18 chairs in the fifth row.<br />

So, I know I am correct.<br />

Grade 3 A33 <strong>Chapter</strong> 5<br />

Answers

<strong>Chapter</strong> 5 Assessment Answer Key<br />

Cumulative Standardized Test Practice<br />

Page 79 Page 80 Page 81<br />

1.<br />

2.<br />

3.<br />

B<br />

H<br />

A<br />

4.<br />

5.<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

J<br />

B<br />

H<br />

A<br />

F<br />

D<br />

G<br />

Grade 3 A34 <strong>Chapter</strong> 5<br />

11.<br />

12.<br />

13.<br />

14.<br />

15.<br />

16.<br />

1<br />

2<br />

3<br />

36<br />

21 21<br />

9 yards or<br />

wrapping<br />

paper and<br />

18 yards of<br />

ribbon<br />