Everyday Mathematics

Everyday Mathematics 3rd Grade Answer Key Unit 1 Math Tools, Time, and Multiplication

Everyday Mathematics Grade 3 Home Link 1.1 Answers

Finding Differences on a Number Grid

Family Note Today your child reviewed patterns on the number grid and used them to find differences between numbers. For example, one way to find the difference between 87 and 115 on the number grid is: Start at 87. Count the number of tens to 107. There are 2 tens, or 20. Count the number of ones from 107 to 115. There are 8 ones, or 8. The difference between 87 and 107 is 2 tens and 8 ones, or 28. Formal subtraction methods will be covered in the next unit.

Use the number grid to help you solve the following problems.
Question 1.
The difference between 83 and 109 is _______ .
Answer:

Question 2.
The difference between 97 and 125 is _______.
Answer:

Question 3.
Explain how you solved Problem 2.
Answer:
I solved the problem 2 by using the number grid.
I first counted the number of tens  and then counted the number of ones.
After counting the tens and ones  added the tens and ones and got the difference. You can look how i did in the image below.

Practice
Solve.
Question 4.
13 = 7 + _______
Answer:
13 – 7 = 6
13 = 7 + 6

Question 5.
13 = 6 + _______
Answer:
13 – 6 = 7
13 = 6 + 7

Question 6.
6 = _______ – 7
Answer:
6 + 7 = 13
6 = 13 – 7

Question 7.
7 = _______ – 6
Answer:
7 + 6 = 13
7 = 13 – 6 .

Everyday Math Grade 3 Home Link 1.3 Answer Key

Telling Time

Family Note Today your child explored some of the math tools commonly used in third grade. We reviewed how to read a ruler to the nearest inch and centimeter, and how to tell time to the nearest hour, half hour, and 5 minutes. Help your child read each time by paying attention to the position of both the hour and the minute hands.

Question 1.
Draw the hour hand and the minute hand to show the time right now. Write the time.

Answer:

Explanation:
Clock is divided into 12 parts and each part is equal to 5 minutes.
Clock have 2 hands. Short hand is called the hour hand and the longer hand is called the minute hand.
As u can see in the image
Short hand is pointed between 5 and 6 represents 5
and the Long hand is pointing to 8. 8 × 5 = 40.
So, the time on the clock is “5:40 o’clock”.

Write the time shown.
Question 2.

Answer:

Explanation:
Clock is divided into 12 parts and each part is equal to 5 minutes.
Clock have 2 hands. Short hand is called the hour hand and the longer hand is called the minute hand.
As u can see in the image
Short hand is pointing to  8
and the Long hand is pointing to 12.
So, the time on the clock is “8 o’clock”.

Question 3.

Answer:

Explanation:
Clock is divided into 12 parts and each part is equal to 5 minutes.
Clock have 2 hands. Short hand is called the hour hand and the longer hand is called the minute hand.
As u can see in the image
Short hand is pointed in between 3 and 4
and the Long hand is pointing to 6.
So, the time on the clock is “3:30 o’clock”.

Question 4.

Answer:

Explanation:
Clock is divided into 12 parts and each part is equal to 5 minutes.
Clock have 2 hands. Short hand is called the hour hand and the longer hand is called the minute hand.
As u can see in the image
Short hand is pointed between 6 past 7
and the Long hand is pointing to 3.
So, the time on the clock is “6:15 o’clock”.

Question 5.

Answer:

Explanation:
Clock is divided into 12 parts and each part is equal to 5 minutes.
Clock have 2 hands. Short hand is called the hour hand and the longer hand is called the minute hand.
As u can see in the image
Short hand is pointed between 11 and 12
and the Long hand is pointing to 9.
So, the time on the clock is “11:45 o’clock”.

Question 6.

Answer:

Explanation:
Clock is divided into 12 parts and each part is equal to 5 minutes.
Clock have 2 hands. Short hand is called the hour hand and the longer hand is called the minute hand.
As u can see in the image
Short hand is pointed to 7
and the Long hand is pointing to 2.
So, the time on the clock is “7:10 o’clock”.

Question 7.

Answer:

Explanation:
Clock is divided into 12 parts and each part is equal to 5 minutes.
Clock have 2 hands. Short hand is called the hour hand and the longer hand is called the minute hand.
As u can see in the image
Short hand is pointed between 5 and 6
and the Long hand is pointing to 8.
So, the time on the clock is “5:40 o’clock”.

Question 8.
Show someone how you solved the hardest problem on this page.
Answer:

Explanation:
Clock is divided into 12 parts and each part is equal to 5 minutes.
Clock have 2 hands. Short hand is called the hour hand and the longer hand is called the minute hand.
As u can see in the image
Short hand is pointed between 5 and 6 represents 5
and the Long hand is pointing to 8. 8 × 5 = 40.
So, the time on the clock is “5:40 o’clock”.

Everyday Mathematics Grade 3 Home Link 1.4 Answers

Rounding Numbers

Family Note Today your child used open number lines ( see Example) to help round numbers to the nearest 10 and to the nearest 100. Rounding is one way to estimate calculations. For example, to estimate 83 − 37, your child can round 83 to 80 and 37 to 40, and then easily subtract 80 − 40 = 40, so an estimated answer for 83 − 37 is about 40. The actual answer, 46, is close to 40. Have your child explain how to use an open number line to round numbers.
Please return this Home Link to school tomorrow

Example: What is 72 rounded to the nearest 10? 70

Round each number. Show your work on an open number line.
Question 1.
What is 87 rounded to the nearest 10?

Answer:

Explanation:
The nearest 10 to 87 are 80 and 90.
80 as the lowest 10 and 90 is the highest 10.
85 is the mid point of 80 and 90.
As 87 is above 85.
As the number is above the midpoint the largest is chosen.
87 is rounded to 90.

Question 2.
What is 283 rounded to the nearest 100?

Answer:

Explanation:
Given 283
The nearest 100 to 283 are 200 and 300.
200 as the lowest 100 and 300 is the highest 100.
250 is the mid point of 200 and 300.
As 283 is above 250.
As the number is above the midpoint the largest is chosen.
283 is rounded to 300.

Question 3.
Round the numbers in the problem below to the nearest 10. You may sketch an open number line to help.
Use the rounded numbers to estimate the answer.
Then solve.

Estimate: ________ + __________ = __________
Is your answer reasonable? Explain.
Answer:

Everyday Math Grade 3 Home Link 1.5 Answer Key

Telling Time to the Nearest Minute

Family Note Today your child practiced telling time to the nearest minute on analog clocks. Children used familiar times on the hour and half hour to help them read more precise times. For example, in Problem 1 the first clock shows 8:00. Children can use 8:00 as a familiar time to help them read the second clock as 8:06. They start at 8:00 and count by 5s to 8:05 and then 1 more to 8:06. As needed, help your child read and write each time.

Write each time shown. Use the first clock to help you read the time on the second clock.
Question 1.

Answer:

Explanation:
The first clock represent 8 o’clock as long hand on 12 and short hand on 8.
In the second clock the short hand on 8 and the long hand is at 1 cross 1 that is 1 represents 5 minutes and plus 1 makes it 5 + 1 = 6 minutes.
It makes the time 8:06 o’clock.

Question 2.

Answer:

Explanation:
In the first clock the long hand on 6 and short hand between 3 and 4 represent 3:30 o’clock .
In the second clock the short hand between 3 and 4 and the long hand is at 7 cross 4 that is 7 represents
7 × 5 minutes = 35 minutes and plus 4 makes it 35 + 4 = 39 minutes.
It makes the time 3:39 o’clock.
The time is 3:40 o’clock.

Question 3.

Answer:

Explanation:
In the first clock the long hand on 9 and short hand between 1 and 2 represent 1:45 o’clock .
In the second clock the short hand between 1 and 2 and the long hand is at 10 cross 2 that is 10 represents
 10× 5 minutes = 50 minutes and plus 2 makes it 50 + 2 = 52 minutes.
It makes the time 1:52 o’clock.
The time is 1:50 o’clock.

Talk about when you may need to tell time to the nearest minute.

Everyday Mathematics Grade 3 Home Link 1.6 Answers

Finding Elapsed Time

Family Note Your child is learning how to use a model, such as a number line or clock, to determine elapsed time. Today we used an open number line like the one shown in the example below to figure out how long a morning class lasts. Have your child explain the example to you.

Example: A swim meet started at 3:45 P.M. and ended at 6:15 P.M. Fill in familiar times on the number line and use it to answer the question.
Ava solved the problem this way:

15 min + 1 hr + 1 hr + 15 min = 2 hrs and 30 min

How long was the swim meet? _ 2__ hours and __30__ minutes
Question 1.
Explain Ava’s strategy to someone at home.
Answer:
Ava was using number line with the clock values. The starting and ending time of the meet are 3:45 and 6:15.
The starting value is 3:45 and the ending value is 6:15
Ava rounded the starting time 3:45 to the nearest hour 4:00 and then added hours 4 + 1 = 5:00 and 5 + 1 = 6:00 and then add 15 minutes to reach the end point.

Question 2.
How much time do you usually have between the end of school and when you go to bed?
I leave school at ________. I go to bed at ________.
Make a model to help you answer the question.
Answer:

Everyday Math Grade 3 Home Link 1.7 Answer Key

Solving Problems in Bar Graphs

Family Note Today your child collected and organized data about the number of letters in the class’s first and last names into tally charts. Then children represented the data in bar graphs. Help your child read the data in the tally chart below and then represent the data on the bar graph. Note that the scale on the bar graph shows intervals of 2, so each interval represents 2 children.

Look at the data in the tally chart.

Show the data in the tally chart on the bar graph. Look carefully at the scale
How Bay School 3rd Graders Get to School

Answer:

Everyday Mathematics Grade 3 Home Link 1.8 Answers

Sharing Strategies for Multiplication

Family Note Today your child explored number stories that involved placing items in equal groups and organizing them into rows and columns, or arrays. (See examples below.) We used drawings and multiplication number models to help make sense of these stories. Help your child make sense of the number stories below. Note that each story can be represented by either an addition or a multiplication number model; one or the other is acceptable.
For each number story:

• Draw a picture to match.
• Solve the problem.
• Write a number model to represent the story and your answer.

Question 1.
Thaddeus buys 5 bags of apples for a picnic. There are 6 apples in each bag. How many apples does he have?
_________ apples
Number model: ___________
Answer:

Question 2.
Elsa is planting a garden. She plants 3 rows of vegetables, with 8 plants in each row. How many plants in all are in Elsa’s garden?
___________ plants
Number model: ___________
Answer:

Question 3.
Find equal groups of objects and arrays in your home or around your neighborhood. Record them on the back of this page.
Answer:
Egg tray with  2 rows with 3 eggs each.
Ice tray with 2 rows with 10 ice cubes each.
Makeup kit
Cup cake tray.
Tv remote
Keyboard.

Question 4.
Write an equal-groups number story about one set of objects. Use the back of this page. Solve the number story.
Answer:

Everyday Math Grade 3 Home Link 1.9 Answer Key

Introducing Division

Family Note Today your child explored ways to solve number stories using division. In the stories below the total number of objects is given, so your child needs to find either the number in each group or the number of groups. If needed, help your child count out pennies or dried beans to match the total in each story and use them to act out the story.
Please send in an unopened, 1-liter bottle of water for use in an upcoming lesson on measuring mass

Draw pictures to help you solve each number story. Record your answers.
Question 1.
Connie has 18 toys to put away. She puts 6 toys in each basket. How many baskets does she use?
________ baskets
Answer:

Question 2.
Jamal is bagging prizes for the school fair. There are 30 prizes and Jamal wants to put 3 prizes into each bag. How many bags did Jamal make?
_________ bags
Answer:

Question 3.
Think of things at home that could be shared equally by your family. Record them on the back of this page.
Answer:
Bread packet
Biscuits.
Car
Brinks

Question 4.
Write a number story about equally sharing one of the things you wrote for Problem 3. Use the back of this paper. Then solve your number story.
Answer:
Their are 12 pieces of bread. Sam toasted 4 pieces of bread for each as breakfast . How many people had bread for breakfast?
Total number of bread pieces = 12
Number of bread pieces used by Sam = 4
Number of people had their breakfast = 12 ÷ 4 = 3
3 people had their breakfast.

Everyday Mathematics Grade 3 Home Link 1.10 Answers

Foundational Multiplication Facts

Family Note Today your child worked on developing strategies for solving 2s, 5s, and 10s multiplication facts. These facts will be used later to help solve related multiplication facts. Fact Triangles are the Everyday Mathematics version of traditional flash cards. They are better tools for building fact fluency and mental-math reflexes, however, because they emphasize fact families.

A fact family is a group of facts made from the same three numbers. For 6, 5, and 30, the multiplication and division fact family is 5 × 6 = 30, 6 × 5 = 30, 30 ÷ 6 = 5, 30 ÷ 5 = 6.
Fact Triangles arrange the three numbers such that the product is below the dot at the top and the factors are in the other two corners.
Use Fact Triangles to practice basic facts with your child. Cut out the triangles from the three attached sheets. Cover either the number below the large dot (the product) or one of the numbers in a corner (a factor).

If your child misses a fact, flash the other two problems and then return to the fact that was missed.
Example: Ravi can’t answer 15 ÷ 3. Flash 3 × 5, and then 15 ÷ 5, and finally 15 ÷ 3 a second time.
Make this activity brief and fun. Spend about 10 minutes each night for the next few weeks, or until your child learns them all. The work you do at home will support the work we are doing at school.

×, ÷ Fact
Triangles 1: 2s, 5s, and 10s

Answer:

Triangles 2: 2s, 5s, and 10s

Answer:

Triangles 3: 2s, 5s, and 10s

Answer:

Everyday Math Grade 3 Home Link 1.11 Answer Key

Finding Elapsed Time

Family Note Today your child learned about elapsed time. Children use clocks and open number lines to figure out the total minutes and hours that pass from a start time to an end time. Throughout the year, they will practice calculating lengths of days using sunrise and sunset data.
Example: Ann starts swim practice at 4:05 P.M. and finishes at 4:55 P.M.
How long is Ann’s swim practice? Use the open number line to help . 50 minutes

Calculating elapsed time on an open number line:
5 + 5 + 30 + 10 = 50 minutes

Find the elapsed time. Use the open number line below to help.
Question 1.
Devin left for a bike ride at 10:15 A.M. He arrived at his friend’s house at 10:35 A.M. How long was his bike ride?
Devin’s bike ride was _________ minutes long

Answer:

Everyday Math Grade 3 Home Link 1.13 Answer Key

Estimating Mass

Family Note Today your child explored grams and kilograms by measuring the masses of different object s with a pan balance and standard masses. Help your child solve the number stories below.

Solve. Hint: 1 kilogram = 1,000 grams
Question 1.
If a bottle of water has a mass of about 1 kilogram, about how much mass will it have after someone drinks 500 grams of water from it?
about _________ grams
Answer:

Question 2.
Emmi’s bag has a mass of 2 kilograms. Marco’s bag has a mass of 1,000 grams. Whose bag has more mass? Explain
Answer:

Practice
Fill in the unit box. Solve.
Question 3.
20 – 10 = _______
Answer:
20 – 10 = 10
Explanation:
Subtracting any two number gives the difference.
20 – 10 = 10
20 is the minuend
10 is subtrahend
10 is the difference.

Question 4.
20 – 9 = ________
Answer:
20 – 9 = 11
Explanation:
Subtracting any two number gives the difference.
20 – 9 = 11
20 is the minuend
9 is subtrahend
11 is the difference.

Question 5.
20 – 8 = _______
Answer:
20 – 8 = 12
Explanation:
Subtracting any two number gives the difference.
20 – 8 = 12
20 is the minuend
8 is subtrahend
12 is the difference.

Question 6.
20 – 7 = _________
Answer:
20 – 7 = 13
Explanation:
Subtracting any two number gives the difference.
20 – 7 = 13
20 is the minuend
7 is subtrahend
13 is the difference.

Everyday Mathematics 3rd Grade Answer Key Unit 9 Multidigit Operations

Everyday Mathematics Grade 3 Home Link 9.1 Answers

Comparing Products

Family Note Today your child learned a game that involves finding a multiplication product greater than the one just played. The activity below provides practice with this skill. Have your child start at the picture of the Minotaur and use a pencil so that he or she can erase wrong turns.

Question 1.
According to Greek mythology, there was a monster called the Minotaur that was half bull and half human. The king had a special mazelike dwelling built, from which the Minotaur could not escape. The dwelling, called a labyrinth (la buh rinth), had many rooms and passageways that formed a puzzle. No one who went in could find their way out without help. One day, a Greek hero named Theseus decided to slay the monster. To find his way out of the labyrinth, Theseus’s friend Ariadne gave him a very, very long ball of string to unwind as he walked through the passageways. After Theseus slew the Minotaur, he followed the string to escape.

Pretend you are Theseus. To find your way out of the maze, each room you enter must have a product greater than the product in the room you are leaving. Start at the Minotaur’s chambers in the middle and draw a path to the exit.
Answer:

Explanation:
Route I.
2 x 4 = 8
2 x 8 = 16
9 x 6 = 54
7 x 8 = 56
7 x 9 = 63
8 x 8 = 64
9 x 8 = 72
9 x 9 = 81
10 x 10 = 100

Route II.
2 x 4 = 8
2 x 8 = 16
2 x 9 = 18
7 x 4 = 28
4 x 8 = 32
4 x 9 = 36
5 x 8 = 40
6 x 7 = 42
9 x 5 = 45
7 x 7 = 49
9 x 6 = 54
7 x 8 = 56
7 x 9 = 63
8 x 8 = 64
9 x 8 = 72
9 x 9 = 81
10 x 10 = 100

Route III.
2 x 4 = 8
5 x 2 = 10
4 x 4 = 16
5 x 4 = 20
8 x 3 = 24
4 x 7 = 28
6 x 6 = 36
8 x 5 = 40
7 x 6 = 42
5 x 9 = 45
8 x 6 = 48
8 x 7 = 56
9 x 8 = 72
9 x 9 = 81
10 x 10 = 100

The products of the numbers in the rooms must be in an increasing order

Everyday Math Grade 3 Home Link 9.2 Answer Key

Multiplication and Division Number Stories

Family Note Today your child solved number stories involving multiples of 10. The class examined a map displaying the masses of adult North American birds to make sense of the stories and used multiplication/division diagrams to organize information. For the problems below, encourage your child to use a known basic fact to help solve the number models with extended facts involving multiples of 10.

Write a number model. Then solve each number story. You may draw a picture or use the multiplication/division diagram.
Question 1.
One American flamingo has a mass of about 2 kg. What is the mass of 40 American flamingos that each have a mass of about 2 kg?


Answer:

Explanation:
No. of flamingos : 40
Mass of  flamingo : 2 kg
Total mass of flamingos in kg : 40 x 20 = 80 kg

Question 2.
There are 9 bluebirds that each have about the same mass. Together they have a mass of about 270 g. What is the mass of one bluebird?


One bluebird has a mass of about _________ g.
Answer:

Explanation:
No. of blue birds : 9
total mass of blue birds in kg : 270
mass of 1 blue bird : ?
total mass of blue bird : No. of blue birds x mass of 1 blue bird
9 x ? = 270
taking 9 to the right side of the equation, we get :
270 ÷ 9 = 30
dividing 270 with 9 we get 30

Question 3.
Explain to someone at home how you can use a basic fact to help you solve Problem 2.
Answer:
I though 9 x what number is 270
as 9 x 3 = 27
9 x 30 = 270
by using simple facts i could knw that :
9 x 30 = 270

Everyday Mathematics Grade 3 Home Link 9.3 Answers

Using Mental Math to Multiply

Family Note Today your child practiced applying efficient fact strategies to solve multiplication problems with larger factors. Your child broke apart factors into easier numbers to mentally solve problems involving masses of North American birds.

Solve each problem in your head. Use number models and words to show your thinking.
Question 1.
The mass of one California condor is 9 kilograms. What is the mass of twelve 9-kilogram California condors?
My thinking:

Answer:
108 kg
Explanation :
I know 12 = 6 + 6
So 6 x 9 = 54
We get 12 x 9 = 54 + 54 = 108
So 12 x 9 = 108

Question 2.
The mass of one mountain bluebird is 25 grams. What is the mass of seven 25-gram bluebirds?
My thinking:

Answer:
175 grams
Explanation :
I broke apart 7 into 4 and 3
I know 25 x 4 = 100
25 x 3 = 75
so 7 x 25 = 200 + 75 = 175
I used the break apart strategy and thought :
25 x 7 = 20 x 7 + 5 x 7
= 140 + 35
= 175
so 25 x 7 = 175
= 175 grams

Question 3.
Explain to someone at home how you can use the break-apart and doubling strategies to solve problems with larger factors.
Answer:

Everyday Math Grade 3 Home Link 9.4 Answer Key

Measuring the Lengths of Activities

Family Note Today your child practiced measuring time intervals by planning a schedule for a field trip. After completing Problem 1, have your child explain how he or she figured out the length of each activity.

Question 1.
Isabella wants to know how long each camp activity lasts. Use the table below to find the length of each activity. You may use open number lines, clocks, or another strategy.

Answer:

Explanation:

Practice
Solve.
Question 2.
4 × 60 = ________
Answer:
4 x 60 = 240
Explanation:
we know 6 x 4 = 24
this helps us know 4 x 60
4 x 60 = 240

Question 3.
70 × 3 = __________
Answer:
70 x 3 = 210
Explanation:
we know that 7 x 3 = 21
this helps us know 3 x 70
3 x 70 = 210

Question 4.
________ = 60 × 8
Answer:
480 = 60 x 8
Explanation:
we know that 6 x 8 = 48
this helps us know 60 x 8
60 x 8 = 480

Question 5.
_________ = 80 × 9
Answer:
80 x 9 = 720
Explanation:
we know that 8 x 9 = 72
this helps us know 80 x 9
80 x 9 = 720

Everyday Mathematics Grade 3 Home Link 9.5 Answers

Multidigit Multiplication

Family Note Today your child multiplied 2-digit numbers by 1-digit numbers using area models. Children drew a rectangle to represent the multiplication problem and then broke apart the larger factor into smaller, easier-to-multiply numbers.

Use the break-apart strategy to solve the multiplication problems. Draw and partition a rectangle. Then record number sentences to show how you broke apart the factor.

Example:
3 × 28 = 84

Two ways to break apart 28 to help solve 3 × 28.

Question 1.
5 × 42 = _________
Answer:
5 x 42 = 210
Explanation:

we broke 42 apart into 40 and 2 for easier multiplication
5 x 40 = 200
5 x 2 = 10
200 + 10 = 210
so we know that 5 x 42 = 210

Question 2.
6 × 54 = _________
Answer:
6 x 54 = 324
Explanation:

we broke apart 54 into 50 and 4
50 x 6 = 300
4 x 6 = 24
300 + 24 = 324
so we know that 54 x 6 = 324

Question 3.
Explain to someone at home how you broke apart the larger factors.
Answer:
I broke apart the larger factors into the nearest 10’s and the remaining number
Explanation:
Ex: 67
67 is divided into its nearest 10’s : 60
the remaining number is 67 – 60 = 7
so we divided 67 into 60 and 7

Everyday Math Grade 3 Home Link 9.6 Answer Key

Using Tools Effectively

Family Note Today your child pretended to use a calculator with a broken division key to solve a number story. In the problem below, your child is asked to solve a similar problem with a broken calculator. Ask your child to explain why both strategies work and how they are different.

Ask someone at home for a calculator you can use to solve this problem.

A third-grade class is planning to buy eggs for the school’s pancake breakfast. They need 180 eggs for the breakfast. The teacher reminded the class that eggs come in cartons of 12 and asked them to figure out how many cartons they need. Lucy wants to use her calculator to solve the problem, but the and keys are both broken. Help Lucy find a way to use her broken calculator to solve the problem.
Question 1.
Show or tell how to use Lucy’s broken calculator to find the number of cartons of eggs the class needs to buy.
The class needs to buy _________ cartons of eggs.
Answer:
15 cartoons
Explanation:
I knew that the number of cartoons had to be more than 10
because 10 x 12 = 120 and the class needed 180 eggs
so I tried 12 x 12 on the calculator but it was only 144
so I tried 12 x 13, 12 x 14 and 12 x 15
12 x 15 = 180
so 15 is the number of cartoons needed for the class

Question 2.
Show or tell another way for Lucy to use her broken calculator to solve the problem.
Answer:
as we know that only – and x keys are working we can
180 – 12 = 168
if we do it over and over again after subtracting 12 15 times the answer will become 0
180 – 12 = 168       (1)
168 – 12 = 156       (2)
156 – 12 = 144       (3)
144 – 12 = 132       (4)
132 – 12 = 121       (5)
120 – 12 = 108       (6)
108 – 12 = 96         (7)
96   – 12 = 84         (8)
84   – 12 = 72         (9)
72   – 12 = 60         (10)
60   – 12 = 48         (11)
48   – 12 = 36         (12)
36   – 12 = 24         (13)
24   – 12 = 12         (14)
12   – 12 = 0           (15)

by subtracting 12 from 180 over and over again after subtracting 15 times the answer will become 0

Everyday Mathematics Grade 3 Home Link 9.7 Answers

Calculating Elapsed Time

Family Note Throughout the year, your child has practiced calculating the length of day (hours of sunlight) using sunrise and sunset data. Children have used clocks and open number lines to figure out the total minutes and hours that pass from a start time to an end time. Today children analyzed graphs showing the length-of-day data for our location and for other locations around the world.

Question 1.
On the map below, look at the sunrise and sunset times for December 21, 2016. On the back of this page, calculate the length of day for all three cities. Record the times next to each city on the map.

Answer:

Explanation:
San Francisco :

9 hours 33 minutes
Minneapolis :

8 hours 46 minutes
Miami :

10 hours 32 minutes

Question 2.
Which city has the most hours of sunlight?
Answer:
Miami
Explanation :
Miami has day light for 10 hours 32 minutes

Question 3.
Which city has the least hours of sunlight?
Answer:
Minneapolis
Explanation :
Minneapolis has day light for 8 hours 46 minutes

Everyday Mathematics 3rd Grade Answer Key Unit 7 Fractions

Everyday Mathematics Grade 3 Home Link 7.1 Answers

Liquid Volume Hunt

Family Note Today your child used a set of benchmark beakers to estimate and measure liquid volume in liters (L) and milliliters (mL). Liquid volume is a measure of how much liquid a container can hold. Help your child look at labels to find containers of liquids that are measured in milliliters and liters. Have your child record the items in the table below.
Please send clean, empty, unbreakable containers to school for our next lesson.

Question 1.
Examine labels on items for liquid volume measured in liters or milliliters. Record your findings in the table below.

Answer:
Flavored water bottle = 530ml.
non-flavored water bottle = 1 liter.
orange color bottle = 500 ml.
green color bottle = 250 ml.
yellow color bottle = 750 ml.

Explanation:
In the above-given question,
given that,
Liquid volume is a measure of how much liquid a container can hold.
containers of liquids that are measured in milliliters and liters.
I am assuming the bottles with liquids.
Flavored water bottle = 530ml.
non-flavored water bottle = 1 liter.
orange color bottle = 500 ml.
green color bottle = 250 ml.
yellow color bottle = 750 ml.

Question 2.
Circle an item that you can use as a benchmark for 1 liter.

Answer:
The item is non-flavored water bottle.

Explanation:
In the above-given question,
given that,
Liquid volume is a measure of how much liquid a container can hold.
containers of liquids that are measured in milliliters and liters.
I am assuming the bottles with liquids.
The item is non-flavored water bottle.

Question 3.
Put a star next to an item that you can use as a benchmark for 500 milliliters.

Answer:
The item is orange color bottle.

Explanation:
In the above-given question,
given that,
Liquid volume is a measure of how much liquid a container can hold.
containers of liquids that are measured in milliliters and liters.
I am assuming the bottles with liquids.
so the 500 ml contains orange color bottle.

Try This
Question 4.
Estimate the liquid volume of a clean dinner plate: about _________ mL
If you have a measuring tool marked with milliliters, find the liquid volume of your dinner plate by measuring how much water it holds before spilling over the edges.
about _________ mL
On the back of this page, explain how you found the liquid volume of the dinner plate.

Answer:
The dinner plate holds 500 ml of water before it spilling over the edges.

Explanation:
In the above-given question,
given that,
The clean dinner plate is about 500 ml.

Everyday Math Grade 3 Home Link 7.2 Answer Key

Exploring Equivalent Fractions

Family Note Today your child explored different representations of equal shares and played Fraction Memory. Help your child make sense of the Fraction Memory round below.

Question 1.
Nash chose these two cards in a round of Fraction Memory:

Nash says that these cards show equivalent fractions. Do you agree or disagree? Explain.

Answer:
No.

Explanation:
In the above-given question,
given that,
in 1st circle is shaded with 5/6 portion.
2nd circle is shaded with 6/8.
so both of the circles are not equal.
so disagree.

Practice
Solve.
Question 2.
6 × 9 = _________

Answer:
6 x 9 = 54.

Explanation:
In the above-given question,
given that,
Multiply.
6 x 9 = 54.

Question 3.
9 × 8 = _________

Answer:
9 x 8 = 72.

Explanation:
In the above-given question,
given that,
Multiply.
8 x 9 = 72.
9 x 8 = 72.

Question 4.
_________ = 7 × 8

Answer:
7 x 8 = 56.

Explanation:
In the above-given question,
given that,
Multiply.
7 x 8 = 56.

Everyday Mathematics Grade 3 Home Link 7.3 Answers

Number Stories with Measures

Family Note Today your child solved number stories involving time, volume, mass, and length. Help your child make sense of the stories below. Problems 1 and 2 are similar to those we solved in class. For the Try This problem, you may wish to remind your child that 2 halves make 1 whole.

Solve. Use drawings or number models to show your work.
Question 1.
The liquid volume of 1 juice box is about 150 mL. What is the liquid volume of 3 juice boxes?
about

Answer:
The liquid volume of 3 juice boxes = 450 ml.

Explanation:
In the above-given question,
given that,
The liquid volume of 1 juice box is about 150 ml.
150 + 150 = 300.
300 + 150 = 450.
150 x 3 = 450.
so the liquid volume of 3 juice boxes = 450 ml.

Question 2.
Art club ends at 3:30 P.M. Your mom arrives to pick you up at 3:10 P.M. If the teacher lets you out 5 minutes late, about how long does your mom have to wait?
about
Answer:
The number of minutes mom have to wait = 25 minutes.

Explanation:
In the above-given question,
given that,
Art club ends at 3:30 P.M.
Mom arrives to pick up at 3:10 P.M.
If the teacher lets you out 5 minutes late.
3:30 + 5 = 3:35.
3:35 – 3:10 = 3:25.
so the mom have to wait for 25 minutes.

Try This
Question 3.
Anastasia’s water bottle has a liquid volume of about 1 liter. She drinks about 1 \(\frac{1}{2}\) bottles of water every day.
About how many liters of water does Anastasia drink in 5 days? You may draw a picture.
about

Answer:
The number of liters of water does Anastasia drink in 5 days = 7.5 liters.

Explanation:
In the above-given question,
given that,
Anastasia’s water bottle has a liquid volume of about 1 liter.
She drinks about 1 \(\frac{1}{2}\) bottles of water every day.
1 day = 1.5.
5 x 1.5 = 7.5.
so the number of liters of water does Anastasia drink in 5 days = 7.5 liters.

Everyday Math Grade 3 Home Link 7.4 Answer Key

Fraction Strips

Family Note Today your child made a set of fraction strips. Fraction strips are equal-length strips folded into equal parts. Each equal part is labeled with the appropriate unit fraction, such as \(\frac{1}{2}\) and \(\frac{1}{4}\). The strips can be used to compare fractions.
Help your child shade rectangles to show each fraction and write fractions that match the shaded parts.

Shade each rectangle to match the fraction below it.
Example:

Question 1.

Answer:
2 boxes are filled out of 3 boxes.

Explanation:
In the above-given question,
given that,
there are 3 boxes.
out of 3 boxes,2 are filled.
2/3.

Question 2.

Answer:
3 boxes are filled out of 8 boxes.

Explanation:
In the above-given question,
given that,
there are 8 boxes.
out of 8 boxes,3 are filled.
3/8.

Question 3.

Answer:
3 boxes are filled out of 6 boxes.

Explanation:
In the above-given question,
given that,
there are 6 boxes.
out of 6 boxes,3 are filled.
3/6.

Question 4.

Answer:
1 box is filled out of 4 boxes.

Explanation:
In the above-given question,
given that,
there are 4 boxes.
out of 4 boxes,1 are filled.
1/4.

Compare the shaded parts of the fraction strips. Write >, <, or = to make the number sentence true

Question 5.

\(\frac{1}{4}\) ________ \(\frac{1}{3}\)

Answer:
1/4 < 1/3.

Explanation:
In the above-given question,
given that,
the numbers are 1/4 and 1/3.
1/4 = 0.25.
1/3 = 0.3.
0.25 < 0.3.
1/4 < 1/3.

Question 6.

\(\frac{4}{6}\) __________ \(\frac{2}{6}\)

Answer:
4/6 > 2/6.

Explanation:
In the above-given question,
given that,
the numbers are 4/6 and 2/6.
4/6 = 0.6.
2/6 = 0.3.
0.6 > 0.3.
4/6 > 2/6.

Practice
Make an estimate. Then show how you solve each problem on the back of this page. Explain to someone how you can use your estimate to check whether your answer makes sense.
Question 7.
963 – 548 = __________
My estimate: __________

Answer:
963 – 548 = 415.

Explanation:
In the above-given question,
given that,
difference.
963 – 548 = 415.
950 – 550 = 400.

Question 8.
412 + 298 = __________
My estimate: __________

Answer:
412 + 298 = 710.

Explanation:
In the above-given question,
given that,
Addition.
412 + 298 = 710.
400 + 300 = 700.

Everyday Mathematics Grade 3 Home Link 7.5 Answers

Fractions on Number Lines

Family Note Today your child learned about fractions as numbers on a number line. Children made their own Fraction Number-Line Posters by dividing number lines from 0 to 1 into equal-size parts, or distances. They labeled the tick marks with the appropriate fractions. Support your child in locating fractions on the number lines below.

Question 1.
Write the fraction that represents the distance the triangle moved.

Answer:
The missing fractions are 1/2 and 3/8.

Explanation:
In the above-given question,
given that,
some of the fractions are missing.
the missing fractions are 1/2 and 3/8.

Question 2.
Write the missing fractions.

Answer:
The missing fractions are 1/3, 2/3, 0/4, 1/4, and 4/4.

Explanation:
In the above-given question,
given that,
the number lines.
some of the fractions are missing.
the missing fractions are 1/3.
1/3 + 1/3 = 2/3.
1/3 and 2/3.
0/4 + 1 = 1/4.
1/4 + 3 = 4/4.

Practice
Fill in the unit. Solve. Show your work.

Question 3.
333 + 492 = _________

Answer:
333 + 492 = 825.

Explanation:
In the above-given question,
given that,
Addition.
333 + 492 = 825.

Question 4.
_______ = 888 – 678

Answer:
888 – 678 = 210.

Explanation:
In the above-given question,
given that,
Subtraction.
888 – 678 = 210.

Everyday Math Grade 3 Home Link 7.6 Answer Key

More Fractions on Number Lines

Family Note Today your child identified fractions that are less than or greater than 1 on number lines. Help your child count the number of equal parts or distances between 0 and 1 and label each tick mark with a fraction.

For each number line, fill in the missing numbers. Then name the fraction at each point.
Question 1.

_________ names the point on the number line.

Answer:
The missing fractions are 1/3, 2/3.

Explanation:
In the above-given question,
given that,
the numbers on the number line.
0/3 + 1 = 1/3.
1/3 + 1 = 2/3.
so the missing numbers are 1/3, 2/3.

Question 2.

_________ names the point on the number line.

Answer:
The missing fractions are 1/3, 3/3, 5/3.

Explanation:
In the above-given question,
given that,
the numbers on the number line.
1/3 + 1 = 2/3.
2/3 + 1 = 3/3.
4/3 + 1 = 5/3.
so the missing numbers are 1/3, 3/3, 5/3.

Question 3.

_________ names the point on the number line.

Answer:
The missing fractions are 1/6, 2/6, 3/6, 4/6, 5/6, 7/6, 8/6, 9/6, 10/6, 11/6.

Explanation:
In the above-given question,
given that,
the numbers on the number line.
0/6 + 1 = 1/6.
1/6 + 1 = 2/6.
2/6 + 1 = 3/6.
3/6 + 1 = 4/6.
4/6 + 1 = 5/6.
6/6 + 1 = 7/6.
7/6 + 1 = 8/6.
8/6 + 1 = 9/6.
9/6 + 1 = 10/6.
10/6 + 1 = 11/6.
so the missing numbers are 1/6, 2/6,3/6, 4/6, 5/6, 7/6, 8/6, 9/6, 10/6, 11/6.

Question 4.
Look at the point on each number line. Which point names a fraction greater than 1?

Answer:
The fraction greater than 1 is 9/6.

Explanation:
In the above-given question,
given that,
the fraction greater than 1.
6/6 = 1.

Practice
Fill in the unit. Solve. Show your workon the back of this page.

Question 5.
549 – 289 = ________

Answer:
549 – 289 = 260.

Explanation:
In the above-given question,
given that,
Subtraction.
549 – 289 = 260.

Question 6.
739 + 261 = _________

Answer:
739 + 261 = 1000.

Explanation:
In the above-given question,
given that,
Addition.
739 + 261 = 1000.

Everyday Mathematics Grade 3 Home Link 7.7 Answers

Comparing Fractions to \(\frac{1}{2}\)

Family Note Today your child wrote number sentences comparing fractions shown with fraction circles and number lines. Ask your child to explain whether the fractions represented below are greater than (>), less than (<), or equal to (=) \(\frac{1}{2}\)

Shade each circle to match the fraction below it.
Example:

Question 1.

Answer:
2 boxes are filled out of 3 boxes.

Explanation:
In the above-given question,
given that,
the circle is divided into 3 parts.
out of 3 parts 2 parts are filled.
2/3.

Question 2.

Answer:
3 boxes are filled out of 6 boxes.

Explanation:
In the above-given question,
given that,
the circle is divided into 6 parts.
out of 6 parts 3 parts are filled.
3/6.

Question 3.

Answer:
1 box are filled out of 4 boxes.

Explanation:
In the above-given question,
given that,
the circle is divided into 4 parts.
out of 4 parts 1 part are filled.
1/4.

Look at the shaded parts of the circles.
Question 4.
Write the fraction above that is less than \(\frac{1}{2}\).

Answer:
1/4.

2 boxes are filled out of 3 boxes.

Explanation:
In the above-given question,
given that,
1/2 = 0.5.
1/4 = 0.25.
1/4 < 1/2.

Question 5.
Write the fraction above that is equal to \(\frac{1}{2}\).

Answer:
3/6.

Explanation:
In the above-given question,
given that,
3/6 = 0.5.
1/2 = 0.5.

Question 6.
Write the fraction above that is greater than \(\frac{1}{2}\).

Answer:
2/3.

Explanation:
In the above-given question,
given that,
2/3 = 0.6.
1/2 = 0.5.

Question 7.
Write <, >, or = to make the sentence true. You may draw a picture to help.
\(\frac{3}{4}\) __________ \(\frac{1}{4}\)

Answer:
3/4 > 1/4.

Explanation:
In the above-given question,
given that,
the numbers are 3/4 and 1/4.
3/4 = 0.75.
1/4 = 0.25.
0.75 > 0.25.

Everyday Math Grade 3 Home Link 7.8 Answer Key

Sorting Fractions

Family Note Today your child looked for patterns to help order fractions with the same numerator. Children recognized that as a fraction’s denominator gets larger the fraction gets smaller. They were able to write this as a rule for ordering fractions with the same numerator. For Problem 1, your child will sort a set of fractions into two groups: fractions greater than 1 and fractions less than 1. In Problem 2, your child will look for patterns to help sort any set of fractions into these two groups.

Question 1.
Look at the fractions below and sort them into two groups: fractions less than 1 and fractions greater than 1. Use the number lines on the following page to help you.
\(\frac{1}{2}, \frac{2}{3}, \frac{6}{4}, \frac{3}{2}, \frac{7}{8}, \frac{5}{3}, \frac{6}{8}, \frac{7}{6}\)

Answer:
The fraction less than 1 = 1/2, 2/3, 7/8, 6/8.
The fraction greater than 1 = 6/4, 3/2, 5/3, 7/6.

Explanation:
In the above-given question,
given that,
the fractions are 1/2, 2/3, 7/8, 6/8, 6/4, 3/2, 5/3, 7/6.
the fractions less than 1 = 1/2, 2/3, 7/8, 6/8.
the fraction greater than 1 = 6/4, 3/2, 5/3, 7/6.

Question 2.
Look for a pattern in the fractions you sorted. Describe a pattern that can help you decide whether a fraction is less than 1 or greater than 1.
Fraction Number Lines

Answer:
The fractions that are less than 1 is the numerator is less than the denominator.
the fractions that are greater than 1 is the numerator is greater than the denominator.

Explanation:
In the above-given question,
given that,
the fractions less than 1 are 1/2, 1/3, 1/4, 2/3, 3/4.
the fraction greater than 1 are 16/8, 15/8, 14/8, 13/8, 12/8 ….

Everyday Mathematics Grade 3 Home Link 7.9 Answers

Locating Fractions on Number Lines

Family Note Today your child learned to partition, or divide, number lines into equal parts and then locate and label fractions between whole numbers. The denominator of the given fraction describes the number and size of the equal parts. A whole on each number line below is equal to the distance between 0 and 1.

Partition the wholes on each number line. Then locate and label the given fractions. Tell someone at home how you partitioned your number lines.
Question 1.
\(\frac{1}{2}\)

Answer:
The missing fractions are 1/2.

Explanation:
In the above-given question,
given that,
the fraction is 1/2.
1/2 is located in the middle of the number line.

Question 2.
\(\frac{1}{4}\)

Answer:
The missing fractions are 1/4.

Explanation:
In the above-given question,
given that,
the fraction is 1/4.
1/4 is located in the middle of the number line.

Question 3.
\(\frac{2}{3}\)

Answer:
The missing fractions are 2/3.

Explanation:
In the above-given question,
given that,
the fraction is 2/3.
2/3 is located in the right side of the number line.

Question 4.
\(\frac{5}{6}\)

Answer:
The missing fractions are 5/6.

Explanation:
In the above-given question,
given that,
the fraction is 5/6.
5/6 is located in the right side of the number line.

Try This
Question 5.
\(\frac{3}{2}\)

Answer:
The missing fractions are 3/2.

Explanation:
In the above-given question,
given that,
the fraction is 3/2.
3/2 is located in the right side of the number line.

Everyday Math Grade 3 Home Link 7.10 Answer Key

Matching Fraction Tools

Family Note Your child has been using number lines, fraction circles, and fraction strips to learn about and represent fractions. Today your child used these tools to make and justify fraction comparisons. Encourage your child to explain how he or she matched each number sentence with a picture that represents the fraction comparison.

Draw a line from each number sentence to the picture that represents it.

On the back of this page, write one of the above fraction number sentences. Sketch a different fraction tool that shows the same comparison.

Answer:
1/2 > 1/8.

Explanation:
In the above-given question,
given that,
2/6 < 5/6 is matched with circles.

Everyday Mathematics Grade 3 Home Link 7.11 Answers

Fraction Number Stories

Family Note Today your child solved fraction number stories using a variety of fraction models, including pictures. Encourage your child to sketch a picture to represent each story.

Solve these number stories. Show your answer as a fraction. You may draw pictures to show your work.
Question 1.
Ralph read \(\frac{1}{8}\) of his book. What fraction of the book does he still have left to read?
My sketch:
____________ of his book

Answer:
The fraction of the book does he still has left to read = 7/8.

Explanation:
In the above-given question,
given that,
Ralph read 1/8 of his book.
1/8 + 7/8 = 8/8.
8/8 = 1.
so the fraction of the book does he still have left to read = 7/8.

Question 2.
Four friends equally share two bottles of juice. How much juice will each friend get?
My sketch:
____________ of a bottle of juice

Answer:
The fraction of juice will each friend gets = 1/2.

Explanation:
In the above-given question,
given that,
Four friends equally share two bottles of juice.
1/4 + 1/4 = 2/4.
2/4 = 1/2.
so the fraction of juice will each friend gets = 1/2.

Question 3.
Nora rode her bike \(\frac{2}{2}\) of a block. Brady rode his bike \(\frac{4}{4}\) of the same block. Compare the distances each child rode. What do you notice?
Explain your answer.
My sketch:

Answer:
They both rode the same distance.

Explanation:
In the above-given question,
given that,
Nora rode her bike 2/2 = 1 of a block.
Brady rode his bike 4/4 = 1 of the same block.
so they both rode the same distance.

Everyday Math Grade 3 Home Link 7.12 Answer Key

Fractions of Collections

Family Note Today your child used fractions to name parts of collections of objects. As you help your child, encourage him or her to use sketches, pennies, or other tools to solve the number stories.

Solve. Explain to someone at home how you figured out the numerator and the denominator for each fraction in Problems 1–3.
Question 1.
12 dogs are in the park. 2 of them are chasing a ball.
What fraction of the dogs are chasing a ball? ________

Answer:
The fraction of the dogs are chasing a ball = 2/12.

Explanation:
In the above-given question,
given that,
12 dogs are in the park.
2 of them are chasing a ball.
2/12 = 1/6.
so the fraction of the dogs are chasing a ball = 2/12.

Question 2.
7 children are waiting for the school bus. 4 of them are girls.
What fraction of the children are girls? ________

Answer:
The fraction of the children are girls = 4/7.

Explanation:
In the above-given question,
given that,
7 children are waiting for the school bus.
4 of them are girls.
4/7.
so the fraction of the children are girls = 4/7.

Question 3.
There are 16 tulips in the garden. 4 of them are red.
What fraction of the tulips are not red? ________

Answer:
The fraction of the tulips are not red = 12/16.

Explanation:
In the above-given question,
given that,
There are 16 tulips in the garden.
4 of them are red.
16 – 4 = 12.
12/16.

Question 4.
Lisa and Carlie each have 6 cups. \(\frac{2}{6}\) of Lisa’s cups are yellow. \(\frac{4}{6}\) of Carlie’s cups are yellow. Who has more yellow cups?
Draw a picture to show your thinking.
________ has more yellow cups.

Answer:
Carlie has more yellow cups.

Explanation:
In the above-given question,
given that,
Lisa and Carlie each have 6 cups.
2/6 of Lisa’s cups are yellow.
4/6 of Carlie’s cups are yellow.
2/6 = 0.33.
4/6 = 0.6.
so Carlie has more yellow cups.

Practice
Fill in the un it. Solve. Show your work on the back of this page.

Question 5.
476 = 741 – ________

Answer:
741 – 265 = 476.

Explanation:
In the above-given question,
given that,
Subtraction.
265 + 476 = 741.
741 – 265 = 476.

Question 6.
558 = ________ – 328

Answer:
886 – 328 = 558.

Explanation:
In the above-given question,
given that,
subtraction.
558 + 328 = 886.
886 – 328 = 558.

Everyday Mathematics 3rd Grade Answer Key Unit 3 Operations

Everyday Mathematics Grade 3 Home Link 3.1 Answers

“ What’s My Rule? ”

Family Note Today your child practiced adding, subtracting, multiplying, and dividing in “What’s My Rule?” problems. Children were introduced to the “What’s My Rule?” routine in Kindergarten Everyday Mathematics. In First and Second Grade Everyday Mathematics, they continued to use the routine to practice addition and subtraction. You can find an explanation of function machines and “What’s My Rule?” tables on pages 74-75 in the Student Reference Book. Ask your child to explain how they work. Help your child fill in all the missing parts for these problems.

Complete the “What’s My Rule?”problems. Make up problems of your own for the last table. Explain to someone how you figured out the in and out numbers.
Question 1.

Answer:

Explanation:
Rule : Subtract 7 so
in – 14 , out – 14 -7 = 7,
in -7, out – 7 – 0 = 7,
in – 12, out – 12 – 7 = 5,
in – 15, out – 15 – 7 = 8,
in – 10, out – 10 – 7 = 3,
in – 21, out – 21 – 7 = 14 as shown above.

Question 2.

Answer:

Explanation:
Rule : Multiply by 5 so
in – 1 , out – 1 X 5 = 5,
in -5, out – 5 X 5 = 25, (25/5 = 5),
in – 4, out – 4 X 5 = 20,(20/5 = 4),
in – 6, out – 6 X 5 = 30, (30/5 = 6),
in – 2, out – 2 X 5 = 10 as shown above.

Question 3.

Answer:

Explanation:
Rule : Adding 30 so
in – 70 , out – 70 + 30 = 100,
in -20, out – 20 + 30 = 50,
in – 30, out – 30 + 30 = 60, (60 – 30 = 30),
in – 90, out – 90 + 30 = 120,
in – 50, out – 50 + 30= 80,
in – 60, out – 60 + 30 = 90, (90 – 30 = 60)  as shown above.

Question 4.

Answer:

Explanation:
Rule : Dividing by 2 so
in – 8 , out – 8/2 = 4,
in -6, out – 6/2 = 3,
in – 20, out – 20/2 = 10,
in – 12, out – 12/2 = 6,
in – 30, out – 30/2= 15 as shown above.

Everyday Math Grade 3 Home Link 3.2 Answer Key

Solving Problems Home Link 3-2 with Estimation

Family Note Today your child used close-but-easier numbers and estimation to solve problems. Ask your child to explain what a close-but-easier number is and when it might make sense to use an estimate rather than an exact answer. Using mental math in making estimates is important in everyday life and in Everyday Mathematics.

Question 1.
Use close-but-easier numbers to estimate the answer to this problem.
78 + 43 = ?
My close-but-easier numbers are _____120________
My estimate is ___121_______
Answer:
My close-but-easier numbers are 120,
My estimate is 121,

Explanation:
Used close-but-easier numbers to estimate
the answer to this problem 78 + 43 =
My close-but-easier numbers are 120,
My estimate is 121.

Question 2.
At their October meeting, the school’s book club set a goal for its members to read 1,000 books before the end of the year. In October the book club read 221 books, and in November they read 387 books. Without using a pencil and paper, use close-but-easier numbers to make an estimate of about how many books the club will need to read in December to reach its goal.
My close-but-easier numbers are _____400________.
The club needs to read about _____392________ books in December.
Answer:
My close-but-easier numbers are _____400________.
The club needs to read about _______392______ books in December,

Explanation:
Given at their October meeting, the school’s book club
set a goal for its members to read 1,000 books before
the end of the year.
In October the book club read 221 books, and in
November they read 387 books. Without using
a pencil and paper, used close-but-easier numbers
to make an estimate of about how many books the
club will need to read in December to reach its goal
as (1,000 – (221 + 387)) = 1,000 – 608 = 392 books,
Therefore, my close-but-easier numbers are 400.
The club needs to read about 392 books in December.

Everyday Mathematics Grade 3 Home Link 3.3 Answers

Partial-Sums Addition

Family Note Today your child learned about adding 3-digit numbers using partial-sums addition. Your child may choose to use partial-sums addition or may prefer a different method.

Solve each addition problem. You may want to use partial-sums addition. Use an estimate to check that your answer makes sense. Write a number model to show your estimate
Question 1.
Estimate: ____340_____

Answer:

Explanation:
Solvedaddition problem used partial-sums addition.
Used an estimate to check that myour answer makes sense.
Wrote a number model to show my estimate as 340.

Question 2.
Estimate: _340________

Answer:

Explanation:
Solvedaddition problem used partial-sums addition.
Used an estimate to check that myour answer makes sense.
Wrote a number model to show my estimate as 340.

Question 3.
Estimate: __560_______

Answer:

Explanation:
Solvedaddition problem used partial-sums addition.
Used an estimate to check that myour answer makes sense.
Wrote a number model to show my estimate as 560.

Question 4.
Estimate: __570_______

Answer:

Explanation:
Solvedaddition problem used partial-sums addition.
Used an estimate to check that myour answer makes sense.
Wrote a number model to show my estimate as 570.

Everyday Math Grade 3 Home Link 3.4 Answer Key

Multidigit Addition

Family Note Today your child learned column addition, a strategy for adding multidigit numbers. Discuss the example with your child.

Tell someone about column addition.
Example: 248 + 79 = ?
Estimate: 200 + 100 = 300

Add each column of numbers.
There are two digits in the ones column, so trade 10 ones for 1 ten,
then move 1 ten to the tens column.
There are two digits in the tens column, 2 12 7 so trade 10 tens for 1 hundred, then move 1 hundred to the hundreds column.
248 + 79 = 327.

Question 1.
For the problem below, estimate the sum. Then use column addition to solve. Show your work. Use your estimate to check whether your answer makes
sense.
89 + 26 = ?
Estimate: _____90 + 30 = 120______
89 + 26 = _____115______
Answer:

Explanation:
Adding each column of numbers.
There are two digits in the ones column,
so trade 10 ones for 1 ten,
then move 1 ten to the tens column.
There are two digits in the tens column,
1 1 so trade 10 tens for 1 hundred, then
move 1 hundred to the hundreds column.
89 + 26 = 115.

Everyday Mathematics Grade 3 Home Link 3.5 Answers

Counting-Up Subtraction

Family Note Today your child reviewed the counting-up method for subtraction. Discuss the example problem with your child.

Explain counting-up subtraction to someone at home. Use it to solve Problems 1 and 2. Show what you did on an open number line or with number sentences. Compare your answers to your estimates to check whether your answers make sense.
Example: 468 – 274 = ?
Estimate: 500 – 300 = 200

468 – 274 = 194

Question 1.
531 – 329 = ?
Estimate: ___500 – 300 = 200________
531 – 329 = ____202_______
Answer:

531 – 329 = 202,

Explanation:
Given to solve 531 – 329 =
So estimate is 500 – 200 = 200 and on number line
as shown above we get 531 – 329 = 202 which is near
to my estimate as 500 – 300 = 200, So 202 ≈ 200.

Question 2.
331 – 209 = ?
Estimate: __300 –  200 = 100___
331 – 209 = ____122_____
Answer:

Explanation:
Given to solve 331 – 209 =
So estimate is 300 – 200 = 100 and on number line
as shown above we get 331 – 209 = 122 which is near
to my estimate as 300 – 200 = 100, So  122 ≈ 100.

Everyday Math Grade 3 Home Link 3.6 Answer Key

Expand-and-Trade Subtraction

Family Note Today your child used expand-and-trade subtraction to find differences between 3-digit numbers. This method reinforces children’s understanding of place value. Learning different strategies helps children think flexibly and apply strategies that make sense to them.

Fill in the unit. Estimate and then solve the problems. You may use any strategy you like. Use your estimates to check that your answers make sense. On the back of this Home Link, explain how you solved one of the problems.
Question 1.
Estimate: ____500 – 300 = 200___

Answer:
Estimate : 500 – 300 = 200,

Explanation:
Given to solve 468 – 274,
As per estimate it is 500 – 300 = 200 and
solving we get 468 – 274 = 194, So 200 ≈ 194.

Question 2.
Estimate: ___500 – 300 = 200____

Answer:
Estimate : 500 – 300 = 200,

Explanation:
Given to solve 531 – 329,
As per estimate it is 500 – 300 = 200 and
solving we get 531 – 329 = 202, So 200 ≈ 202.

Question 3.
Estimate: ____300 – 200 = 100___

Answer:
Estimate : 300 – 200 = 100,

Explanation:
Given to solve 331 – 209,
As per estimate it is 300 – 200 = 100 and
solving we get 331 – 209 = 122, So 100 ≈ 122.

Question 4.
Estimate: ___600 – 400 = 200___

Answer:
Estimate :  600 – 400 = 200,

Explanation:
Given to solve 653 – 447,
As per estimate it is 600 – 400 = 200 and
solving we get 653 – 447 = 206, So 200 ≈ 206.

Everyday Mathematics Grade 3 Home Link 3.7 Answers

Scaled Bar Graph

Family Note Today your child sorted pattern blocks and created a bar graph with a scale of more than 1 to represent the data. Scales on bar graphs should have equally spaced intervals to represent data, such as below, where the scale is marked in intervals of 2.

Talk to someone at home about the data shown on the bar graph below. Then use the information shown on the graph to answer the questions.

Question 1.
How many more children chose Shuffle to 100 than Multiplication Draw?
Answer:
2 more children chose Shuffle to 100 than Multiplication Draw,

Explanation:
As per data shown on the bar graph above
Shuffle to 100 have 9 number of children and
Multiplication Draw have 7 number of children so
number of  more children chose Shuffle to 100 than
Multiplication Draw is 9 – 7 = 2.

Question 2.
How many more children chose Roll to 1,000 than Spin and Round?
Answer:
2 more children chose Roll to 1,000 than Spin and Round,

Explanation:
As per data shown on the bar graph above
Roll to 1000 have 6 number of children and
Spin and Round have 4 number of children
More children chose Roll to 1,000 than Spin and Round is
6 – 4 = 2,

Question 3.
How many fewer children chose Shuffle to 100 than the
combined total of children who chose Roll to 1,000 and
Multiplication Draw?
Answer:
4 fewer children chose Shuffle to 100 than the
combined total of children who chose Roll to 1,000 and
Multiplication Draw,

Explanation:
As per data shown on the bar graph above
Shuffle to 100 have 9 children, Roll to 1,000
have 6 children and Multiplication Draw have
7 children, So combined total of children who
chose Roll to 1,000 and Multiplication Draw are
6 + 7 = 13, Now fewer children chose Shuffle to 100
than the combined total of children who chose Roll
to 1,000 and Multiplication Draw are 13 – 9 = 4.

Question 4.
Write your own question about the graph. Then write the answer.
Answer:
The graph is about favourite math games,

Explanation:
On X-axis we have games names as Spin and Round,
Shuffle to 100, Multiplication Draw and Roll to 1,000
and on Y-axis we have number of children
from zero(0) to ten(10) as shown above.

Everyday Math Grade 3 Home Link 3.8 Answer Key

Interpreting a Picture Graph

Family Note Today your child learned to read and draw picture graphs with a scale of more than one. The key on a picture graph shows a symbol that represents the scale.

The picture graph shows how many fish each child caught on a fishing trip.

Use the graph to answer the questions.
Question 1.
How many fish did Amy catch? ____2____ fish
Answer:
2 fish Amy catch,

Explanation:
As shown in the picture graph Amy catch 2 fish,

Question 2.
How many fish did Chen catch? ___8_____ fish
Answer:
Chen catch 8 fish,

Explanation:
As shown in the picture graph Chen catch 8 fish,

Question 3.
How many more fish did Bill catch than Maria? ____6____ fish
Answer:
Bill catch 6 fish more than Maria,

Explanation:
As shown in the picture graph Bill catch 10 fish and
Maria has catched 4 fish, So more fish did Bill catch
than Maria is 10 – 4 = 6 fish.

Question 4.
Maria catches 3 more fish. Now how many has she caught in all? ____7____ fish
Answer:
Maria catches 7 fish in all,

Explanation:
As shown in the picture graph Maria has catch 4 fish,
if Maria catches 3 more fish then in all Maria catches
4 + 3 = 7 fish.

Revise the picture graph to show the number of fish Maria caught in all.
Question 5.
Did Chen and Max or Beth and Bill catch more fish? How many more? Explain your answer.
Answer:
Beth and Bill caught more fish than Chen and Max,
Beth and Bill caught 6 more fish,

Explanation:
As shown in the picture graph Beth catch
11 fish, Bill catch 10 fish so Beth and Bill caught
11 + 10 = 21 fish, Now Chen catch 8 fish and
Max catch 7 fish so Chen and Max catch 8 + 7 = 15 fish,
So more fish are catched by Beth and Bill than by
Chen and Max by 21 – 15 = 6 more fish.

Everyday Mathematics Grade 3 Home Link 3.9 Answers

Multiplication Squares

Family Note Today your child learned about multiplication squares,
such as 3 × 3 = 9 and 7 × 7 = 49.
Help your child practice multiplication squares by
completing the Rolling and Recording Squares activity below.
If you don’t have a 10-sided die, you will need a
set of cards numbered 1 through 10,
preferably two or more of each.
You can use a regular deck of playing cards 2–10,
using the aces as 1s.
Continue to help your child practice multiplication
with the included Fact Triangles.

Rolling and Recording Square s
Directions
1 Work with a family member.
2 Roll a 10-sided die (or draw a card) and make a
multiplication square using that number as both factors.
3 Figure out the product. Shade the first open box above that product.
4 Take turns until one column is filled. (If drawing cards, reuse them.)

Practice
Fill in the unit box. Write these problems on the back of this page and
show your work there. Write a number sentence for your estimate.
Use any method you wish to solve each problem.

1² = 1, Number sentence : 1 X 1 = 1,
2² = 4, Number sentence : 2 X 2 = 4,
3² = 9, Number sentence : 3 X 3 = 9,
4² = 16, Number sentence : 4 X 4 = 16,
5² = 25, Number sentence : 5 X 5 = 25,
6² = 36, Number sentence : 6 X 6 = 36,
7² = 49, Number sentence : 7 X 7 = 49,
8² = 64, Number sentence : 8 X 8 = 64,
9² = 81, Number sentence : 9 X 9 = 81,
10² = 100, Number sentence : 10 X 10 = 100.

Question 5.
Estimate: ___50 + 770 = 820_____
49 + 768 = ___817_____
Answer:
Estimate: 50 + 770 = 820,
49 + 768 = 817,

Explanation:
Given to solve 49 + 768 =,
Estimate is 50 + 770 = 820 and
49 + 768 = 817.

Question 6.
Estimate: ____360 + 600  = 960______
356 + 598 = ____954______
Answer:
Estimate: 360 + 600 = 960,
356 + 598 = 954,

Explanation:
Given to solve 356 + 598 =,
Estimate is 360 + 600 = 960 and
356 + 598 = 954.

×, ÷ Fact
Triangles: Multiplication Squares

Explanation:
As shown above in the triangle : Multiplication Squares
3 X 3 = 9, 9 ÷ 3 = 3,
4 X 4 = 16, 16 ÷ 4 = 4,
6 X 6 = 36, 36 ÷ 6 = 6,
7 X 7 = 49, 49 ÷ 7 = 7,
8 X 8 = 64, 64 ÷ 8 = 8,
9 X 9 = 81, 81 ÷ 9 = 9.

Everyday Math Grade 3 Home Link 3.10 Answer Key

The Turn-Around Rule for Multiplication

Family Note Today your child explored the turn-around rule for multiplication, which says two numbers may be multiplied in either order and the product will remain the same.
For example: 2 × 5 = 10 and 5 × 2 = 10.
Knowing this rule can help children multiply more easily.
Children also took inventory of the facts they can solve quickly and
easily and those they still need to practice.

Sketch an array to match each fact. Then sketch that array turned around. Record a number sentence to match the second array.
Question 1.

Answer:
Explanation:
Sketched an array to match each fact as 2 X 6 = 12,
Then sketched that array turned around as 6 X 2 = 12.
Recorded a number sentence to match the second array as
6 X 2 = 12 as shown above.

Question 2.

Answer:

Explanation:
Sketched an array to match each fact as 5 X 3 = 15,
Then sketched that array turned around as 3 X 5 = 15.
Recorded a number sentence to match the second array as
3 X 5 = 15 as shown above.

Question 3.
Use Problems 1 and 2 to tell someone why the turn-around rule works.
Answer:
The turn-around rule works and gets the same results,

Explanation:
Each array shows the same number of dots,
but the rows and columns are switched,
I can also switch the numbers around when I multiply
so the turn-around rule works and gets the same results.

Question 4.
Choose a multiplication fact you need to practice.
Write a strategy you can use to figure it out.
My fact: ______2____ × _____3_____ = ____6______
Strategy: ___3 + 3 = 6_______
Answer:
My fact : 3 X 2 = 6,
Strategy = 3 + 3 = 6,

Explanation:
My fact is 3 X 2 = 6 and applying strategy is
the repeated addition of the same number is
expressed by multiplication in short, hence
repeated addition of 3 two times is equal to
3 multiplied by 2, So 3 x 2 = 3 + 3 = 6, the result is same.

Everyday Mathematics Grade 3 Home Link 3.11 Answers

Adding a Group

Family Note Today your child learned another strategy for solving multiplication facts. Children used familiar facts, or helper facts, including the 2s, 5s, and 10s facts, to figure out facts they didn’t know. Today your child learned the adding-a-group strategy. Children added a group to helper 2s and 5s facts to solve other facts. Eventually children will know all their multiplication facts, but in the meantime, practicing strategies such as adding a group helps them figure out facts they do not know and also supports their understanding of multiplication and its properties.

Solve.
Question 1.
Jamila has 5 shelves of books with 7 books on each shelf.
How many books does she have?
Draw an array to show Jamila’s books.
5 × 7 = _____35_____
Answer:

Explanation:
Given Jamila has 5 shelves of books with
7 books on each shelf, So number of books
does she have are 5 X 7 = 35,
Drawn an array to show Jamila’s books above.

Question 2.
Jamila’s sister gives her 7 more books to fill a new shelf.
Now she has 6 rows of 7 books. Add a row of books to
your array above. Then figure out how many books Jamila has now.
6 × 7 = ____42____
Answer:

Explanation:
Given Jamila’s sister gives her 7 more books to fill a new shelf.
Now she has 6 rows of 7 books. Added a row of books to
my array above. Number of books Jamila has now are
6 X 7 = 42 books.

Question 3.
How did 5 × 7 help you figure out 6 × 7?
Answer:
5 X 7 helped to figure out 6 X 7 by adding
1 X 7 one more time to result of 5 X 7,

Explanation:
5 X 7 helped to figure out 6 X 7 as we get
5 X 7 = 35 to this result we add one more time 1 X 7
and get results of 6 X 7= 35 + 7 = 42,
therefore 5 X 7 helped to figure out 6 X 7.

Everyday Math Grade 3 Home Link 3.12 Answer Key

Subtracting a Group

Family Note Today your child learned the subtracting-a-group
strategy for solving multiplication facts.
Children subtracted groups from 5s and 10s helper facts
to solve other facts.
For example, to solve 4 × 6,
they might start with 5 × 6 = 30 and
subtract a group of 6: 30 – 6 = 24, so 4 × 6 = 24.
Continue to help your child practice multiplication
with the included Fact Triangles.

Question 1.
Use 10 × 4 and the array below to help figure out 9 × 4.
9 × 4 = ?
Helper fact: 10 × 4 = 40

a. Draw on the array above to show how to use
10 × 4 to figure out 9 × 4.
Answer:

Explanation:
Drawn on the array above to show how to use
10 × 4 to figure out 9 × 4 respectively.

b. Solve. 9 × 4 = ____36______
Answer:
9 X 4 = 36,

Explanation:
Solved 9 X 4 as 9 times 4 we get 36.

c. How did knowing 10 × 4 help you figure out 9 × 4?
Answer:
By subtracting 1 from 10 = 9 and multiplying with 4,
or as 10 X 4 = 40 and subtracting 1 group of 4 as
40 – 4 = 36,

Explanation:
10 X 4 helped out to figure out 9 X 4 by
subtracting 1 from 10 = 9 and then multiplying it
with 4 helped to solve 9 X 4 or multiplying 10 to 4
we get 40 to it subtracting 1 group of 4 we get
40 – 4 = 36 also.

Practice
Question 2.
9 × 10 =
Answer:
9 X 10 = 90,

Explanation:
To solve 9 X 10 we multiply 9 by 10 we get 90.

Question 3.
9 × 5 =
Answer:
9 X 5 = 45,

Explanation:
To solve 9 X 5 we multiply 9 by 5 we get 45.

Question 4.
__________ = 8 × 5
Answer:
40 = 8 X 5,

Explanation:
To solve 8 X 5 we multiply 8 by 5 we get 40.

Question 5.
____80______ = 8 × 10
Answer:
80 = 8 X 10,

Explanation:
To solve 8 X 10 we multiply 8 by 10 we get 80.

Everyday Mathematics Grade 3 Home Link 3.13 Answers

Name-Collection Boxes

Family Note Today your child discussed and wrote equivalent names for numbers in name collection boxes. You can find an explanation of name-collection boxes on pages 96-97 in the Student Reference Book.

Question 1.
Write at least 10 names for the number 18 in the name-collection box.
Then explain to someone at home how the box works.
Have that person add another name for 18.

Answer:

Explanation:
Wrote at least 10 names for the number 18 in the
name-collection box above as
1. 9 + 9, adding 9 to 9 we get 18,
2. 2 X 9, multiplying 2 by 9 we get 18,
3. Number of days in 2 weeks + 4 days means
14 + 4 = 18,
4. 36 ÷ 2 =18, Dividing 36 by 2 we get 18,
5. One and half dozen means 12 + 6 = 18,
6. By using tally numbers as shown above,
7. Adding 6 to 6 and 6 we get 18,
8. Subtracting 2 from 20 we get 18,
9. Writing 18 in words as Eighteen,
10. Adding 8 to 10 we get 18,
Now adding one more name for 18 as
multiplying 3 with 6 we get 18.

Question 2.
Three of the names do not belong in this box. Cross them out.
Then write the name of the box on the tag.

Answer:

Explanation:
Wrote three of the names do not belong in this box as
1. Tally number,
2. 18 – 4,
3. 9 – 3 crossed them out as shown above,
rest all names are 12 so wrote the name of
the box on the tag as 12.

Question 3.
Make up a problem like Problem 2. Do not write
the name of the box on the tag. Write 4 names for
the number and 2 names that are not names for the number.
To check whether the problem makes sense, ask someone
at home to tell you which 2 names do not belong.
Then have that person write the name of the box on the tag.
Answer:
Names are 1. 10 + 6,  2. 4 X 4,
3. 2 dozen,  4. 32 ÷ 2, 5. 24 – 4 and 6. 8 + 8,
Now 2 names that are not names for the number are
2 dozen and 24 -4, The name of the box on the tag is 16,

Explanation:
Wrote 4 names for the number and 2 names that
are not names for the number as
1. 10 + 6, adding 6 to 10 we get 16,
2. 4 X 4, multipling 4 by 4 we get 16,
3. 2 dozen,  two dozens = 12 + 12 we get 24,
4. 32 ÷ 2, 32 divided by 2 we get 12,
5. 24 – 4, subtracting 4 from 24 we get 20 and
6. 8 + 8, adding 8 to 8 we get 16,
Now 2 names that are not names for the number are
3. 2 dozen and 5. 24 -4, therefore the name of the box
on the tag is 16.

Everyday Mathematics 3rd Grade Answer Key Unit 4 Measurement and Geometry

Everyday Mathematics Grade 3 Home Link 4.1 Answers

Body Measures

Family Note Today your child measured to the nearest half inch. Help your child measure an adult at home. Use a tape measure if available, or mark lengths on a piece of string and then measure the string with a ruler.

Measure an adult at home to the nearest \(\frac{1}{2}\) inch. Fill in the information below:
Name of adult: ___________
Height: about ___________ inches
Length of shoe: about ___________ inches
Around neck: about ___________ inches
Around wrist: about ___________ inches
Distance from waist to floor:
about ___________ inches

Practice
Fill in the unit box. Solve. Show your work in the space below.

Question 1.
_______ = 293 + 145
Answer:

Explanation:
The sum of 293 and 145 is 438.

Question 2.
326 – 158 = ________
Answer:

Explanation:
The difference between 326 and 158 is 168.

Everyday Math Grade 3 Home Link 4.2 Answer Key

Describing Data

Family Note Today your child represented shoe-length measures on a line plot. Help your child answer questions about the line plot below.

Children in the Science Club collected pill bugs. The tally chart shows how many they collected. Use the data from the tally chart to complete the line plot.

Use the information in the line plot to answer the questions.
Question 1.
What is the greatest (maximum) number of pill bugs found? ________
Answer:
6

Explanation:
The number of pills are given on the left side of the above table, the greatest(maximum) number of pillbugs found by children in science lab are 6.

Question 2.
What is the least (minimum) number of pill bugs found? _________
Answer:
2

Explanation:
The number of pills are given on the left side of the above table, the least(minimum) number of pillbugs found by children in science lab are 2.

Question 3.
How many pill bugs were collected all together? _________
Answer:

Explanation:
3 students collected 2 pill bugs, 3 x 2 = 6
5 students collected 3 pill bugs, 5 x 3 = 15
2 students collected 5 pill bugs, 2 x 5 = 10 and
2 students collected 6 pill bugs 2 x 6 = 12.
Add 6, 15, 10 and 12.
Therefore 6+15+10+12=43

Practice
Think how the first fact can help you solve the second. Draw an array to show your strategy. Then solve.
Question 4.
2 × 7 = _________
3 × 7 = _________
Answer:

Explanation:
There are 7 cross marks in 2 rows, first fact is 7+7=14, and there are 7 o’s in the third row so, second fact is 7+7+7=21.

Question 5.
5 × 6 = _________
4 × 6 = _________
Answer:
5 x 6 = 30
4 x 6 = 24

Explanation:
There are 6 cross marks in 5 rows, first fact is 6+6+6+6+6=30, and if we remove a row,we are left with 6 cross marks in 4 rows

Everyday Mathematics Grade 3 Home Link 4.3 Answers

Measuring Distances Around Objects

Family Note Today your child measured the distance around his or her head and wrist, as well as around different objects in the classroom. Finding the distance around objects helps children understand perimeter, which is formally introduced in Lesson 4-6. It is also good practice for measuring to the nearest \(\frac{1}{2}\) inch.

Talk to someone at home about finding the distances around objects.
Question 1.
What tools can be used to measure the distance around an object?
Answer: Tape measure, toolkit ruler, 12 inch ruler, string and yardstick

Question 2.
Choose two objects in your home, such as a small picture frame and a book. Choose a measuring tool and use it to measure the distance around each object to the nearest \(\frac{1}{2}\) inch.
Object: _________ Measurement: about _________ inches
Object: _________ Measurement: about _________ inches
What measuring tool did you use? ________________
Answer:
Object: Book Measurement: about 11 inches
Object: Photo frame Measurement: about 6 inches
What measuring tool did you use? Ruler

Practice
Think of how the first fact can help you solve the second. Then solve both. You may draw arrays to help.
Question 3.
5 × 7 = _________
6 × 7 = _________
Answer:
The product of two numbers 5 and 7 is
5 × 7 = 35
The product of two numbers 6 and 7 is
6 × 7 = 42

Question 4.
10 × 6 = _________
9 × 6 = _________
Answer:
The product of two numbers 10 and 6 is
10 × 6 = 60
The product of two numbers 9 and 6 is
9 × 6 = 54

Question 5.
5 × 8 = _________
6 × 8 = _________
Answer:
The product of two numbers 5 and 8 is
5 × 8 = 40
The product of two numbers 6 and 8 is
6 × 8 = 48

Question 6.
10 × 7 = _________
9 × 7 = _________
Answer:
The product of two numbers 10 and 7 is
10 × 7 = 70
The product of two numbers 9 and 7 is
9 × 7 = 63

Everyday Math Grade 3 Home Link 4.4 Answer Key

Polygons

Family Note Today your child learned the names of different polygons. A polygon is a 2-dimensional shape with only straight sides that meet end to end to make one closed path. The sides may not cross one another. Polygons are named by the number of sides they have. Polygons are all around us. For example, a stop sign is an octagon, an 8-sided polygon, and this Home Link page is a rectangle, a 4-sided polygon with 4 right angles (square corners).

Question 1.
Cross out the shapes that are not polygons.

How do you know which shapes are not polygons?
Answer:
The third and fifth shapes should be crossed out,
Polygons have straight sides that do not cross.
The shapes I crossed out have curved sides or sides that cross

Question 2.
Cut out pictures of shapes from newspapers and magazines to match each of the descriptions below. Tape or glue your pictures on the front or back of this page .

Answer:

Everyday Mathematics Grade 3 Home Link 4.5 Answers

Special Quadrilaterals

Family Note Today your child learned about six different categories of quadrilaterals, which are polygons that have four sides: squares, rectangles, rhombuses, parallelograms, trapezoids, and kites. Although these categories have specific definitions, a particular shape may fall into more than one category.

Question 1.
Name the two special quadrilaterals below.

How are these two shapes alike? _____________
How are they different? _____________
Answer:
Square, Rhombus, Both shapes have 4 same length sides.
A square has to have 4 right angles.
A rhombus does not have to have all 4 right angles.

Question 2.
Name the two special quadrilaterals below.

How are these two shapes alike? _____________
How are they different? _____________
Answer:
Rhombus, rectangle both shapes have 2 pairs of equal opposite sides.
A rhombus has all 4 equal-length sides.
A rectangle has 4 right angles.

Everyday Math Grade 3 Home Link 4.6 Answer Key

Perimeter

Family Note Today your child found the perimeters of several polygons. Perimeter is the distance around a 2-dimensional shape. Finding perimeters gives your child practice measuring to the nearest \(\frac{1}{2}\) inch and the nearest whole centimeter.

If you do not have a ruler at home, cut out and use the 6-inch ruler on the next page. Measure the sides of each polygon to the nearest \(\frac{1}{2}\) inch. Use the side lengths to find the perimeter of each polygon. Write a number sentence to show how you found the perimeter.
Question 1.

Number sentence: _____________
Perimeter: about _____________ inches
Answer:
Let the base = 2 inches
Height = 1 in
2 + 2 + 1 + 1 = 6
Perimeter is about 6 inches

Question 2.

Number sentence: _____________
Perimeter: about _____________ inches
Answer:
l1 = 2 \(\frac{1}{2}\) in
l2 = 1 in
w = 1 in
Perimeter: 2 \(\frac{1}{2}\) + 1 + 1 + 1 = 5 \(\frac{1}{2}\) inches

Find the perimeters of the square and the rectangle below.
Question 3.

Number sentence: _____________
Perimeter: _____________ meters (m)
Answer:
The above figure is a square. All the sides of a square is equal.
Perimeter of a square = 4s
P = 4 × 5 m = 20 meter

Question 4.

Number sentence: _____________
Perimeter: _____________ centimeters (cm)
Answer:
L = 12 cm
W = 5 cm
Area = L.W
= 12 × 5 = 60 sq. cm
Perimeter = 12 + 12 + 5 + 5 = 34 centimeters

Question 5.
Draw a quadrilateral below. Find the perimeter to the nearest \(\frac{1}{2}\) inch.
Answer:

Everyday Mathematics Grade 3 Home Link 4.7 Answers

Perimeter and Area

Family Note Today your child compared measuring perimeter to measuring area using 1-foot squares. Perimeter is the distance around a shape. It can be measured in units of length, such as centimeters, inches, feet, and so on. Area is the measure of surface space inside the boundary of a shape. It can be measured in square units, such as square centimeters, square inches, square feet, and so on. To measure perimeter, children used the edges of 1-foot squares as their units. To measure area, they used the area of 1-foot squares as their units.

Trace the boundary of the rectangle with a crayon to show where you measure the perimeter.
With a different colored crayon, shade the surface inside the rectangle to show where you measure area.
Question 1.

Dale said the perimeter of this rectangle is 16 feet and the area is 12 square feet. Do you agree? Explain.
Answer:
I agree. The perimeter is the total length of sides,
2 + 2 + 6 + 6 = 16.
The area is the number of squares inside the rectangle.

Your pace is the length of one of your steps.

Question 2.
Find the perimeter, in paces, of your bedroom. Walk along each side and count the number of paces.
The perimeter of my bedroom is about _____________ paces.
Answer: The perimeter of my bedroom is about 7 paces.

Question 3.
Which room in your home has the largest perimeter? Use your estimating skills to help you decide.
The _____________ has the largest perimeter.
Its perimeter is about _____________ paces.
Answer: The living room has the largest perimeter.
Its perimeter is about 25 paces.

Everyday Math Grade 3 Home Link 4.8 Answer Key

Areas of Rectangles

Family Note Today your child found areas of rectangles using composite units. Composite units are made up of two or more square units. Using composite units to find area helps children see a rectangle as having a row-by-column structure, and it helps them measure area more efficiently.

Question 1.
Sarah tiled her floor with square tiles. This is a drawing of her floor:
Shade a composite unit made of 10 squares. Use the composite unit to figure out the number of tiles Sarah needs.
Sarah needs _____________ tiles.

Answer:
Given,
Shade a composite unit made of 10 squares.
6 × 10 = 60 tiles
Thus Sarah needs 60 tiles.

Question 2.
Alejandro painted a wall that is 3 yards tall and 7 yards long. This is a drawing of the wall:

Partition the rectangle to show 3 rows with 7 squares in each row. Shade a composite unit made of 3 squares. Then figure out the area of the wall.
How many square yards did Alejandro paint? _____________ square yards
Answer:
Partition the rectangle to show 3 rows with 7 squares in each row
3 × 7 = 21 square yards

Question 3.
Explain how you found the area of the wall in Problem 2.
Answer:
I made a composite unit of a column of 3 squares and counted by 3s seven times to get 21.

Everyday Mathematics Grade 3 Home Link 4.9 Answers

Arrays, Side Lengths, and Area

Family Note Today your child learned that side lengths of rectangles correspond to the number of square units in the rectangles’ rows and columns. Just as rows and columns in arrays can be multiplied to find total numbers of objects, side lengths can be multiplied to find areas of rectangles.

Make a dot inside each small square in one row. Then fill in the blanks.
Question 1.
Number of rows: _____________
Number of squares in a row: _____________
Number sentence: _____________ × _____________ = _____________
Area: _____________ square units

Answer:
Number of rows: 7
Number of squares in a row: 5
Number sentence: Seven × Five = Thirty Five
7 × 5 = 35 sq. units
Area: 35 square units

Question 2.
Number of rows: _____________
Number of squares in a row: _____________
Number sentence: _____________ × _____________ = _____________
Area: _____________ square units

Answer:
Number of rows: 6
Number of squares in a row: 7
Number sentence: 6 × 7 = 42
Area: 42 square units

Mark the dots to show each array. Then fill in the blanks.
Question 3.

Make a 4-by-8 array.
Number sentence: _____________ × _____________ = _____________
Answer:
4 × 8 = 32

Question 4.

Make a 9-by-5 array.
Number sentence: _____________ × _____________ = _____________
Answer: 9 × 5 = 45

Everyday Math Grade 3 Home Link 4.10 Answer Key

Area and Perimeter

Family Note Today your child learned how to play The Area and Perimeter Game to practice finding the areas and the perimeters of rectangles.

Find the area and the perimeter of each rectangle.
Question 1.

This is a 2-by-8 rectangle.
Area: _______ square units
Perimeter: ________ units
Answer:
Area:
2 × 8 = 16 square units
Perimeter = 2 + 2 + 8 + 8 = 20 units

Question 2.

This is a 3-by-4 rectangle.
Area: _______ square units
Perimeter: ________ units
Answer:
Area:
3 × 4 = 12 sq. units
Perimeter:
3 + 3 + 4 + 4 = 14 units

Question 3.
What strategies did you use to solve Problem 2?
Answer:
I multiplied two side lengths to find the area:
3 × 4 = 12.
I added the side lengths to find the perimeter: 3 + 3 + 4 + 4 = 14 units

Try This
Question 4.

This is a 5-by-6 rectangle.
Area: ________ square units
Perimeter: ________ units
What strategies did you use?
Answer:
Area: 5 × 6 = 30 sq. units
Perimeter : 5 + 5 + 6 + 6 = 22 units
We can find the area by multiplying 5 with 6 we get 30.
Next we have to add the side lengths and double the total to find the perimeter:
5 + 6 = 11 and 11 × 2 = 22

Everyday Mathematics Grade 3 Home Link 4.11 Answers

Working with Perimeter and Area

Family Note Today your child solved problems involving perimeter, the distance around a shape, and area, the amount of surface inside a shape. Ask your child to explain how area and perimeter are used in solving the two problems below.

Question 1.
All of the sides of the two figures below are 2 feet long. Find the perimeter of each figure. Remember to write the units with your answers.

Answer: Perimeter: 2 + 2 + 2 = 6 units
Perimeter: 4 × 6 = 24 units

Question 2.
Sue wants to paint the longest wall in her bedroom pink. She measured the wall and found that it is 10 feet long and 8 feet tall. When she went to the hardware store to buy paint, Sue learned that 1 quart of paint can cover 50 square feet.
Sue should buy of paint.
Show how you figured out how much paint Sue will need.
Answer: 2 quarts

Everyday Math Grade 3 Home Link 4.12 Answer Key

Finding the Area of Rectilinear Figures

Family Note Today your child learned how to find the area of a rectilinear figure (a polygon whose sides all meet to make right angles) by decomposing, or separating, it into smaller rectangles. Help your child follow the steps to find the area of the rectilinear figure below.

Question 1.
Partition the shape into 2 or 3 rectangles.
Answer:

Question 2.
Find the area of each rectangle.
Answer:
Area of rectangle 1:
A = 5 × 10 = 50 sq. units
Area of rectangle 2:
A = 6 × 3 = 18 sq. units

Question 3.
Add the areas of the rectangles to find the area of the whole shape.
Answer:
area of the whole shape = 50 + 18 = 68 sq. units

Question 4.

Area of whole shape: ___________ square units
Answer:
Sample:
5 × 10 = 50
6 × 3 = 18
50 + 18 = 68
Thus the area is 68 sq. units

Question 5.
How can the area of each rectangle help you find the area of the whole shape?
Answer: I can find the area of each rectangle and then add the two together to get the area of the whole shape.

Everyday Mathematics 3rd Grade Answer Key Unit 2 Number Stories and Arrays

Everyday Mathematics Grade 3 Home Link 2.1 Answers

Fact Extensions

Family Note Today your child used basic facts to solve similar problems with larger numbers. These similar problems are known as fact extensions. For example, the basic fact 6 + 7 = 13 helps solve the fact extension 60 + 70 = 130 . Talk to your child about the patterns in each set of problems. Help your child think of more fact extensions to complete this Home Link.

Write the answer for each problem.
Question 1.
I know: This helps me know:
Answer:
Explanation:
As we know 9 + 7 = 16
So we divide 19 into 1 and 9 like in the picture below

So 9 + 7 = 16
Now add 10 to 16 as we have 1 in tens place
16 + 10 = 26
So we get 19 + 7 = 26

As we know 9 + 7 = 16
So we divide 69 into 6 and 9 like in the picture below

So 9 + 7 = 16
Now add 60 to 16 as we have 6 in tens place
16 + 60 = 76
So we get 69 + 7 = 76

As we know 9 + 7 = 16
So we divide 99 into 9 and 9 like in the picture below:

So 9 + 7 = 16
Now add 90 to 16 as we have 9 in tens place
16 + 90 = 106
So we get 99 + 7 = 106

Question 2.
I know: This helps me know:
Answer:

Explanation:
As we know 8 + 4 = 12
So we divide 18 into 1 and 8 like in the picture below

So 8 + 4 = 12
Now we add 10 to12 as we have 1 in tens place
10 + 12 = 22
So we get 18 + 4 = 22

As we know 8 + 4 = 12
So we divide 58 into 5 and 8 like in the picture belo

So 8 + 4 = 12
Now we add 50 to 12 as we have 5 in tens place
50 + 12 = 62
So we get 58 + 4 = 62

As we know 8 + 4 = 12
So we divide 278 into 27 and 8 like in the picture below:

As 8 + 4 = 12
Now we add 270 to 12 as we have 27 before 8
270 + 12 = 282
So we get 278 + 4 = 282

Question 3.
I know: This helps me know:
Answer:

Explanation:
As we know 15 – 7 = 8
we divide the 3 and 5 as 3 is before 5 like in the picture below

As we know 15 – 7 = 8
Now to make 5 into 15 we have to remove 1 from 3
3 – 1 = 2
Then we have to add 1o 2 times
2 x 10 = 20
Then add 20 to 8
20 + 8 = 28
So we get 35 – 7 = 28

As we know 15 – 7 = 8
we divide 65 into 6 and 5 as 6 is before 5 like in the picture below

As we know 15 – 7 = 8
Now to make 5 into 15 we have to remove 1 from 6
6 – 1 = 5
Then we have to add 10, 5 times
5 x 10 = 50
Then add 50 to 8
50 + 8 = 58
So we get 65 – 7 = 58

As we know 15 – 7 = 8
we divide 105 into 10 and 5 as 10 is before 5 like in the picture below

As we know 15 – 7 = 8
Now to make 5 into 15 we have to remove 1 from 10
10 – 1 = 9
Then we have to add 10, 9 times
9 x 10 = 90
Then add 90 to 8
90 + 8 = 98
So we get 105 – 7 = 98

Question 4.
I know: This helps me know:
Answer:

Explanation:

As we know 13 – 8 = 5
we divide 23 into 2 and 3 as 2 is before 3 like in the picture below

As we know 13 – 8 = 5
Now to make 3 into 13 we have to remove 1 from 2
2 – 1 = 1
Then we have to add 10, 1 times
1 x 10 = 10
Then add 10 to 5
10 + 5 = 15
So we get 23 – 8 = 15

As we know 13 – 8 = 5
we divide 123 into 12 and 3 as 12 is before 3 like in the picture below

As we know 13 – 8 = 5
Now to make 3 into 13 we have to remove 1 from 12
12 – 1 = 11
Then we have to add 10, 11 times
11 x 10 = 110
Then add 110 to 5
110 + 5 = 115
So we get 123 – 8 = 115

As we know 13 – 8 = 5
we divide 483 into 48 and 3 as 48 is before 3 like in the picture below

As we know 13 – 8 = 5
Now to make 3 into 13 we have to remove 1 from 48
48 – 1 = 47
Then we have to add 10, 47 times
47 x 10 = 470
Then add 470 to 5
470 + 5 = 475
So we get 483 – 8 = 15

Question 5.
I know: This helps me know:
Answer:

Explanation:
As we know 6 + 7 = 13
we will first add 6 and 7 like in the picture below:

So we get 6 + 7 = 13
In 60 we divide it into 6 an 10 as 6 x 10 = 60
So 6 + 7 = 13
Now multiply 13 with 10 as we have 1 zero in the units place
13 x 10 = 1300, So 600 + 700 = 1300

As we know 6 + 7 = 13
we will first add 6 and 7 like in the picture below:

So we get 6 + 7 = 13
In 600 we divide it into 6 and 100 as 6 x 100 = 60
So 6 + 7 = 13
Now multiply 13 with 10 as we have 2 zero in the units place
13 x 100 = 1300
So 6000 + 7000 = 13000

As we know 6 + 7 = 13
we will first add 6 and 7 like in the picture below:

So we get 6 + 7 = 13
In 6000 we divide it into 6 an 10 as 6 x 1000 = 6000
So 6 + 7 = 13
Now multiply 13 with 1000 as we have 1 zero in the units place
13 x 1000 = 13000
So 6000 + 7000 = 1300

Make up another set of fact extensions.
Question 6.
I know: This helps me know:
Answer:
I
Explanation:
By using fact extensions we can make our own facts and perform calculations like addition and subtracting

Everyday Math Grade 3 Home Link 2.2 Answer Key

Number Stories

Family Note Today your child reviewed parts-and-total, change, and comparison diagrams. These diagrams help organize the information in a number story. For more information, see Student Reference Book, page 76. Remind your child to write the unit with the answer. For example, the problem below asks about the number of cans, so the answer should include cans as the unit.

For the problem below:

• Write a number model. Use ? for the unknown.
• You may draw adiagram like the ones shown below or a picture to help.
  
• Solve the problem and write your answer.
• Explain how you know your answer makes sense.

Question 1.
The second- and third-grade classes collected 750 cans to recycle. The second graders collected 300 cans. How many cans did the third graders collect?
Number model: ____________
_____________ (unit)
Check: How do you know your answer makes sense?
Answer: 450 cans
Explanation:
Number model: 750 – 300 = 450 cans
300 cans +  ______________ = 750  cans

The unknown has to be smaller then 750

I know 3+4=7, so ..
3 (100)+4 (100)=7(100)+50 = 750
300 + 450 = 750
The answer makes my number model True

Everyday Mathematics Grade 3 Home Link 2.3 Answers

More Number Stories

Family Note Today your child solved more number stories using diagrams or pictures to help organize the information in the problems. Remind your child to write the unit with the answer. For example, the unit in the problem below is dollars, which can be represented by the dollar sign ($). Talk with your child about how he or she knows an answer makes sense.

For the number story below:

• Write a number model. Use a ? for the unknown.
• You may draw adiagram like those shown below or a picture to help.
  
• Solve and write your answer with the unit.
• Explain how you know your answer makes sense.

Question 1.
Jasmine had $35. She earned some money helping her neighbors. Now she has $52. How much money did she earn?
Number model: _________________________ (unit)
Check: How do you know your answer makes sense?
Answer:
Number model: $35 + $17 = $52
Explanation:
35 +____ = 52
52 – 35 = 17

The answer has to be less than 35 and 52 because she started with  $35 and ended with $52.
The answer makes my number model True

Everyday Math Grade 3 Home Link 2.4 Answer Key

Multistep Number Stories, Part 1

Family Note Today your child practiced solving number stories with two or more steps. These solution strategies often combine at least two different operations (addition, subtraction, multiplication, or division). Children used drawings, words, and number models to help keep track of their thinking. Encourage your child to draw pictures or use objects to act out the stories below. Help your child make sense of each story by asking questions such as: What do you know from the story? What do you want to find out? What is your plan? What will you do first? Next? Does your answer make sense?

Solve each problem. Draw pictures or use words or number models to help keep track of your thinking. Remember to write the unit.
Question 1.
1 You have 12 red balloons and 13 blue balloons. Then 5 balloons pop. How many balloons do you have left?
_____________ (unit)
Answer:
No. of balloons left : 20
Explanation:
No. of red balloons : 12
No. of blue balloons : 13
Total number of balloons : 12 + 13 = 25
No. of balloons popped : 5
Number of balloons remaining : 25 – 5 = 20

Question 2.
You have 3 bags of marbles with 6 marbles in each bag. Then you find 8 more marbles. How many marbles do you have now?
_____________ (unit)
Answer:
total no. of marbles : 26
Explanation :
No. of marbles in each bag : 6
No. of bags : 3
total no. of marbles : 3 x 6 = 18
No. of marbles found : 8
total no. of marbles : 18 + 8 = 26

Everyday Mathematics Grade 3 Home Link 2.5 Answers

Multistep Number Stories, Part 2

Family Note Today your child practiced solving additional number stories with two or more steps and writing number models for each step. Help your child make sense of the stories below by asking: What do you know from the story? What do you want to find out? What is your plan? What will you do first? Next? Have you answered the question? Does your answer make sense?

Solve each problem. Show your work with pictures, words, or numbers. Write number models to keep track of your thinking. Remember to write the unit.
Question 1.
Each basket in basketball is worth 2 points. Cathy makes 5 baskets and scores 6 more points with free throws. How many points did she score in all?
Number models: _____________
_____________ (unit)
Answer:
number models:

Total no. of points = 16 points
Explanation:
No. of points for each basket : 2 points
No. of baskets Cathy makes  : 5 baskets
No. of points Cathy makes by free throws : 6 points
Total no. of points = No. of points Cathy makes by free throws + No. of points Cathy makes by baskets.
No. of points Cathy makes by baskets = No. of points for each basket x No. of baskets Cathy makes.
= 2 points x 5 points      [2 x 5 = adding 2 5 times]
= 10 points                     [ 2 + 2 + 2 + 2 + 2 = 10 ]
Total no. of points = No. of points Cathy makes by free throws + No. of points Cathy makes by baskets.
= 6 points + 10 points
Total no. of points = 16 points

Question 2.
Elias reads 4 chapters. Each chapter has 10 pages. Then he reads 8 more pages. How many pages does Elias read in all?
Number models: _____________
_____________ (unit)
Answer:
Number models: 48 pages

Total no. of pages Elias read = 48 pages
Explanation:
No. of chapters read by Elias = 4 chapters
No. of pages in each chapter = 10 pages
No. of extra pages read by Elias = 8 pages
Total no. of pages read by Elias = No. of pages read by Elias in 4 chapters + No. of extra pages read by Elias
No. of pages read by Elias in 4 chapters = No. of chapters read by Elias x No. of pages in each chapter
= 4 x 10 pages                     [4 x 10 = 10 added 4 times]
= 40 pages                           [10 + 10 + 10 + 10 = 40]
Total no. of pages read by Elias = No. of pages read by Elias in 4 chapters + No. of extra pages read by Elias
= 40 pages + 8 pages
= 48 pages

Everyday Math Grade 3 Home Link 2.6 Answer Key

Equal-Groups Number Stories

Family Note Today your child practiced using efficient ways to solve equal-groups number stories, such as using repeated addition, skip counting, or using facts he or she knows. Children also talked about what multiplying by 0 or 1 means. Encourage your child to use the number stories to explain why multiplying by 0 equals 0 and multiplying by 1 equals the number in one group.

Solve. Show your thinking using drawings, words, or number models.
Question 1.
A pack of Brilliant Color Markers contains 5 markers. Each pack costs $2.
If you buy 6 packs, how many markers will you have?
_____________ (unit)
Answer:
Total no. of markers : 30 markers
Explanation:

Total no. of markers : 30 markers
Explanation:
No. of makers each pack has : 5 markers
Each pack costs : $2.
No. of packs bought : 6 packs
Total no. of markers : No. of packs bought x No. of makers each pack has
: 6 x 5 markers            [6 x 5 = 6 added 5 times]
: 30 markers                [6 + 6 + 6 + 6 + 6 = 30 ]
Total no. of markers : 30 markers

Question 2.
How much do 0 packs of Brilliant Color Markers cost?
_____________ (unit)
Explain your answer.
Answer:
Cost of 0 packs : $0
Explanation:
Each pack costs : $2.
No. of packs bought : 0 packs
Cost of 0 packs : No. of packs bought x Cost of each pack
: 0 x $2            [2 x 0 = 0 added 2 times]
: $0                  [0 + 0 = 0]
Cost of 0 packs : $0

Question 3.
Make up a number story to match the number sentence below:
1 × 5 = 5
Answer:
A toy box costs $5 . If you buy 1 toy box , How much do you need to pay to the shopkeeper?

Everyday Mathematics Grade 3 Home Link 2.7 Answers

Representing Situations with Arrays

Family Note Today your child practiced drawing arrays to represent number stories. Your child also played Array Bingo to practice multiplication facts with arrays and equal groups.

Question 1.
There are 12 trombone players in a parade. Show at least 3 different ways they can be arranged into arrays. Show your work on the dot grids below. Write a number model for each array.

Answer:

Explanation:
1) array : 1 x 12 = 12
2) array : 2 x 6  = 12
3) array : 3 x 4 = 12
4) array : 4 x 3 = 12

Question 2.
Can you make an array with 5 rows for the 12 players? Explain.
Answer:
No
Explanation:
As an array of 5 x 2 will be 10
An array of 5 x 3 will be 15
we will not get an array for 5 rows
So when I make an array of 5 rows I will have 2 less.

Everyday Math Grade 3 Home Link 2.8 Answer Key

Creating Mathematical Representations

Family Note Your child is learning how to create mathematical representations, such as drawings, words, and number models, to help solve division problems. In this lesson we solved division problems with and without remainders. Talk to your child about the representations he or she can use to help solve Problems 1 and 2 and how to handle the remainder in Problem 2.

Solve. Show your thinking in a drawing or number model.
Question 1.
Amit won a pack of 24 stickers in a school contest. He put the stickers into 3 equal piles, one for himself and one each for his friends, Danny and Sue. How many stickers will each get?
Each gets __8_____ stickers.
Answer:
Total 24 Stickers
Explanation:

Amit put stickers into 3 equal piles of each 8 stickers
8 + 8 + 8 = 24 stickers
Danny :8 Stickers
Sue      :8 Stickers
Amit    : 8 stickers (for him self)

Question 2.
Parents are organizing a field trip to the zoo for Amit’s class. They want to take the 23 children in their cars. If each car can carry 5 children, how many cars are needed?
__________ cars are needed for the field trip.
Answer:
5 cars are needed for the field trip.
Explanation:
No. of children in Amit’s class : 23
Parents : 2    [Mom and Dad]
Total no. of persons going to the Zoo : No. of children in Amit’s class + Parents
: 23 + 2 = 5
1 car can carry : 5 persons
No of cars needed : Total no. of persons going to the Zoo ÷ No. of persons 1 car can carry
: 25 ÷ 5
: 5
So 5 cars are needed for the field trip.

Everyday Mathematics Grade 3 Home Link 2.9 Answers

Modeling with Division

Family Note Today your child solved equal-sharing number stories. Sometimes when we share or divide a quantity, there are parts left over, or remainders. Your child practiced recording division number models with remainders. For example, 10 marbles shared 3 ways could be recorded as 10 ÷ 3 → 3 R 1, which can be read as “10 divided by 3 gives us 3 with a remainder of 1.” Help your child solve the problems below. You may want to use counters, such as coins or dry pasta, to act out each story.

Draw pictures to show someone at home how you can use division to solve number stories. Write a number model for each story.
Question 1.
Jamal gives 24 marbles to 4 friends. Each friend gets the same number of marbles. How many marbles does each friend get?
____________ (unit)
How many marbles are left over? ____________ (unit)
Number model: ____________
Answer:
Each friend gets 6 marbles
Marbles left : 0 marbles
Number model :

Explanation :
No. of marbles Jamal has : 24 marbles
No. of friends Jamal has : 4
To divide 24 marbles equally among Jamal’s friends
We have to : No. of marbles Jamal has ÷ No. of friends Jamal has
: 24 ÷ 4
: 6 marbles
Each friend gets 6 marbles
Since there is no remainder left
No. of marbles left : 0 marbles

Question 2.
Eliza has 29 flowers to arrange in 5 vases. She puts the same number of flowers in each vase. How many flowers does she put in each vase? ____________ (unit)
How many flowers are left over? ____________ (unit)
Number model: ____________
Answer:
Eliza puts 5 flowers in each vase
There are 4 flowers left over
Number model:

Explanation:
No. of flowers Eliza  has : 29 flowers
No. of flowers Eliza : 5 vases
To find out how many flowers each vase has we need to :
No. of flowers Eliza ÷ No. of flowers Eliza
29 ÷ 5 = 5
remainder : 4
So Eliza puts 5 flowers in each vase
Since there are 4 flowers left over
There are 4 flowers left over

Question 3.
A sheet of stamps has 46 stamps. A complete row has 10 stamps. How many complete rows are there? ____________ (unit)
How many stamps are left over? ____________ (unit)
Number model: ____________
Answer:
No. of complete rows of stamps : 4 rows
No. of stamps left : 6 stamps
Number model :

Explanation:
No. of stamps in a sheet : 46 stamps
No. of stamps in each row : 10
No. of rows : No. of stamps in a sheet ÷ No. of stamps in each row
: 46 ÷ 10
: 4
reminder : 6
So No. of complete rows of stamps : 4 rows
As remainder is 6
No. of stamps left : 6 stamps

Everyday Math Grade 3 Home Link 2.10 Answer Key

Division with Arrays

Family Note Today your child practiced using arrays to model problems and show division with and without remainders. Children also learned a new game called Division Arrays.

Use arrays to represent each division problem. If there is a remainder, show it in the Leftovers column.

Answer:

Explanation:
1) 15 ÷ 3 = 5
As 15 ÷ 3 means dividing 15 into 3 parts
So 15 ÷ 3 = 5
we have drawn a 3 x 5 array
as there is no remainder we have not drawn anything in the leftovers column
2) 32 ÷ 5 = 6
As 32 ÷ 5 means dividing 32 into 5 parts
S o 32 ÷ 5 = 6
we have draw a 6 x 5 array
as there is no remainder we have not drawn anything in the leftovers column.

Question 3.
List household items you could share with your family members that might have leftovers, for example, spoons, plates, and cups.
Answer:
A pack of markers
pillows in the house

Practice
Question 4.
5 × 5 = _______
Answer:
5 x 5 = 25
Explanation:
5 x 5 = adding 5, 5 times
5 + 5 + 5 + 5 + 5 = 25

Question 5.
40 = 5 × _______
Answer:
40 = 5 x 8
Explanation:
by taking 5 to the left side of the equation we get:
40 ÷ 5 = ___
so now 40 ÷ 5 = 8  [dividing 40 into 5 parts]

Question 6.
20 ÷ 5 = _______
Answer:
20 ÷ 5 = 4
Explanation:
20 ÷ 5 = __
dividing 20 with 5  we will get 4
so,
20 ÷ 5 = 4

Question 7.
45 ÷ _______ = 5
Answer:
45 ÷ 9 = 5
Explanation:
45 ÷ _______ = 5
if we take 5 to the left side of the equation we will get:
45 ÷ 5 = ___
dividing 45 with 5 we get 9
so,
45 ÷ 9 = 5

Everyday Mathematics Grade 3 Home Link 2.11 Answers

Frames and Arrows

Family Note Today your child reviewed Frames and Arrows, which provide opportunities to look for addition, subtraction, multiplication, or division patterns. Your child used the patterns to fill in missing rules and blank frames.

Show someone at home how to complete these Frames-and-Arrows diagrams.
Question 1.

Answer:

Explanation:
Using +3 rule we get
12 + 3 = 15
15 + 3 = 18
18 + 3 = 21
21 + 3 = 24
24 + 3 = 27

Question 2.

Answer:

Explanation:
Using – 100 rule we get
1000 – 100 = 900
900 – 100 = 800
800 – 100 = 700
700 – 100 = 600
600 – 100 = 500

Question 3.

Answer:

Explanation:
Rule = 6
We can find the rule by :
48 – 42 = 6
24 + 6 = 30
30 + 6 = 36
36 + 6 = 42
42 + 6 = 48
48 + 6 = 54

Practice
Solve.
Question 4.
_______ = 6 × 5
Answer:
30 = 5 x 6
Explanation:
5 x 6 means adding 6 five times
6 + 6 + 6 + 6 + 6 = 30
So we get 6 x 5 = 30

Question 5.
_______ = 6 × 10
Answer:
6 x 10 = 60
Explanation:
6 x 10 means adding 10 6 times
10 + 10 +10 + 10 + 10 + 10 = 60

Question 6.
5 × _______ = 20
Answer:
5 x 4 = 20
Explanation:
5 x __ = 20
if we take 5 to the right side of the equation
we get:    20 ÷ 5 = __
20 ÷ 5 = 4   [dividing 20 with 5 we get 4]

Question 7.
10 × _______ = 40
Answer:
10 x 4 = 40
Explanation:
10 x ___ = 40
if we take 10 to the right side of the equation
we get:    40 ÷ 10 = __
40 ÷ 10 = 4   [dividing 40 with 10 we get 4]

 

Everyday Math Grade 3 Home Link 2.12 Answer Key

Liquid Volume and Area

Family Note Today your child explored the ideas of liquid volume and area. Before your child is exposed to formal work with these measures (such as equivalent units of liquid volume or formulas for finding area), it is important to have concrete, exploratory experiences with these measures.

In Problem 1, help your child see that although the glasses may have different dimensions, they can still hold about the same amount of water. In Problem 2, the number of squares that your child counts is the area measurement in square centimeters.
Question 1.
Pour some water into a cup at home. Pour all the water from the cup into a bowl. Does the volume or amount of liquid change when you pour it from one container to the other? Explain your thinking.
Answer:
No the volume of the water does not change when I pour it from one container to the other.
Explanation:

Question 2.
Count squares to find the area of each figure.

Answer:

Explanation:
first count the no. of squares in the given first shape
then write the number of squares in the blank
in figure 1:
No. of squares : 15
in figure 2:
No. of squares : 8

Practice
Question 3.
6 × 2 = _______
Answer:
6 x 2 = 12
Explanation:
by multiplying 6 with 2 we get
6 x 2 = [adding 6 two times]
6 + 6 = 12
So, 6 x 2 = 12

Question 4.
14 = 2 × _______
Answer:
14 = 2 x 7
Explanation:
14 = 2 x __
by taking 2 to the right side of the equation, We get
14 ÷ 2 = 7 [dividing 14 with 2 we get 7]

Question 5.
_______ = 18 ÷ 2
Answer:
9 = 18 ÷ 2
Explanation:
18 ÷ 2 = 9        [by dividing 18 with 2 we get 9]

Question 6.
16 ÷ _______ = 8
Answer:
16 ÷ 2 = 8
Explanation:
16 ÷ ___ = 8
by taking 16 to the right side of the equation we get:
16 ÷  8 = 2 [dividing 16 with 8 we get 2]

Everyday Mathematics 2nd Grade Answer Key Unit 7 Whole Number Operations and Measurement and Data

Everyday Math Grade 2 Home Link 7.1 Answer Key

Missing Addends

Family Note
In this lesson your child used mental strategies to find differences between 2-digit numbers and larger multiples of 10. For example, your child found what number added to 44 equals 50. (The answer is 6.) In Problems 1–2 your child will find the difference between a number and the next larger multiple of 10. In Problem 3 your child will find different combinations of numbers that add to 70. If your child has difficulty with this problem, suggest first adding 1s to the first number in each combination to find the next-larger multiple of 10. For example, add 2 to 48 to make 50. Then add 20 (or two 10s) to 50 to make 70. Finally, add 2 + 20 to find the answer, 22. So 48 + 22 = 70.
Please return this Home Link to school tomorrow.

Question 1.
4 + __ = 10
10 = 3 + __
__ + 5 = 10
10 = __ + 1
8 + __ = 10
Answer:
4 + 6 = 10
10 = 3 + 7
5 + 5 = 10
10 = 9 + 1
8 + 2 = 10
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together.
ADD four with six then we got the sum ten.
ADD three with seven then we got the sum ten.
ADD five with five then we got the sum ten.
ADD one with nine then we got the sum ten.
ADD eight with two then we got the sum ten.

Question 2.
54 + __ = 60
90 = 83 + __
75 + __ = 80
40 = 31 + __
__ + 42 = 50
Answer:
54 + 6 = 60
90 = 83 + 7
75 + 5 = 80
40 = 31 + 9
8 + 42 = 50
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together.
ADD 54 with 6 then we got the sum 60.
ADD 83 with 7 then we got the sum 90.
ADD 75 with 5 then we got the sum 80.
ADD 31 with 9 then we got the sum 40.
ADD 42 with 8 then we got the sum 50.

Question 3.
Make 70s. Show someone at home how you did it.

Answer:

Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. By adding 1s to the first number in each combination is used to find the next-larger multiple of 10.
Add 2 to 48 to make 50. Then add 20 (or two 10s) to 50 to make 70. Finally, add 2 + 20 to find the answer, 22. So 48 + 22 = 70.
Add 8 to 32 to make 40. Then add 30 (or three 10s) to 40 to make 70. Finally, add 8 + 30 to find the answer, 38. So 32 + 38 = 70.
Add 5 to 65 to make 70. So 65 +5 = 70.
Add 60 to 10 to make 70. So 10 + 60 = 70.
Add 7 to 43 to make 50. Then add 20 (or two 10s) to 50 to make 70. Finally, add 7 + 20 to find the answer, 27. So 43 + 27 = 70.
Add 1 to 19 to make 20. Then add 50 (or five 10s) to 20 to make 70. Finally, add 1 + 50 to find the answer, 51. So 19 + 51 = 70.
Add 9 to 51 to make 60. Then add 10 (or one 10) to 60 to make 70. Finally, add 9 + 10 to find the answer, 19. So 51 + 19 = 70.
Add 3 to 27 to make 30. Then add 40 (or four 10s) to 30 to make 70. Finally, add 3 + 40 to find the answer, 43. So 27 + 43 = 70.
Everyday Math Grade 2 Home Link 7.2 Answer Key

Adding Three or More Numbers

Family Note
Today your child added more than 2 addends. Changing the order of the addends can make it easier to find the sum. For example, when adding 17, 19, and 23, some people may first calculate 17 + 23, which equals 40, and then add 19 (40 + 19 = 59). For Problems 1–4, help your child look for easy combinations. Before working on Problems 5–10, you might go over the example with your child.
Please return this Home Link to school tomorrow.

For each problem:

• Think about an easy way to add the numbers.
• Write a number model to show the order in which you are adding the numbers.
• Find each sum. Tell someone at home why you added the numbers in that order.

Question 1.

Answer:

20 + 6 = 26
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. Here we are Changing the order of the addends to find the sum in easy way. We are adding the numbers in a order so we have to write the number model first. The number model for above image is 13 + 7 + 6= 26. First add thirteen and seven then we got twenty, then add twenty with six then we got 26.

Question 2.

Answer:

30 + 5 = 35
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. Here we are Changing the order of the addends to find the sum in easy way. We are adding the numbers in a order so we have to write the number model first. The number model for above image is 22 + 8 + 5= 35. First add 22 and 8 then we got 30, then add 30 with 5 then we got 35.

Question 3.

Answer:

40 + 9 = 49
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. Here we are Changing the order of the addends to find the sum in easy way. We are adding the numbers in a order so we have to write the number model first. The number model for above image is 25 + 15 + 9= 49. First add 25 and 15 then we got 40, then add 40 with 9 then we got 49.

Question 4.

Answer:

40 + 10 = 50
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. Here we are Changing the order of the addends to find the sum in easy way. We are adding the numbers in a order so we have to write the number model first. The number model for above image is 29 + 11 + 6 + 4 = 50. First add 29 and 11 then we got 40, then add 6 and 4 then we got 10. ADD 40 with 10 then we got 50.

Add. Use the partial-sums method.
Example:

Practice

Question 5.

Answer:

Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above image we can observe three numbers 23,32 and 14. First add the tens (20 + 30 + 10 ). Next add the ones (3 + 2 + 4 ). By adding the tens we got 60 and adding the ones we got 9. By adding the partial sums we got 69 (60 + 9).

Question 6.

Answer:

Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above image we can observe three numbers 14, 29 and 27. First add the tens (10 + 20 + 20 ). Next add the ones (4 + 9 + 7 ). By adding the tens we got 50 and adding the ones we got 20. By adding the partial sums we got 70 (50 + 20).

Question 7.

Answer:

Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above image we can observe three numbers 8, 19 and 35. First add the tens (10+ 30 ). Next add the ones (8 + 9+ 5 ). By adding the tens we got 40 and adding the ones results 22. By adding the partial sums we got 62 (40 + 22).

Question 8.

Answer:

Answer:
An addition sentence is a mathematical expression that shows two or more values added together. In the above image we can observe three numbers 46, 25 and 12. First add the tens (40 + 20 + 10 ). Next add the ones (6 + 5 + 2 ). By adding the tens we got 70 and adding the ones results 13. By adding the partial sums we got 83 (70 + 13).

Question 9.

Answer:

Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above image we can observe three numbers 21, 40, 45 and 14. First add the tens (20 + 40 + 40 + 60 ). Next add the ones (1 + 0 + 5 + 3 ). By adding the tens we got 160 and adding the ones results 9. By adding the partial sums we got 169 (160 + 9).

Question 10.

Answer:

Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above image we can observe three numbers14, 9, 85, 96. First add the tens (10 + 80 + 90 ). Next add the ones (4 + 9 + 5 +6 ). By adding the tens we got 180 and adding the ones results 24. By adding the partial sums we got 204 (180 + 24).

Everyday Math Grade 2 Home Link 7.3 Answer Key

Who Scored More Points?

Family Note
In this lesson your child added three or more 1-digit and 2-digit numbers. As your child completes the problems below, encourage him or her to share the different ways in which the points can be added. Your child might add all the 10s first and then add all the 1s. For example, 20 + 5 + 4 + 6 = 20 + 15 = 35. Your child may also look for combinations of numbers that are easier to add. In Game 1, for example, first add 14 and 6 to get 20 and then add 15 to get 35.
Please return this Home Link to school tomorrow.

Do the following for each problem:

• Add the points for each team.
• Decide which team scored more points.

The team with more points wins the game.
• Circle your answer.

Question 1.
Game 1
Team A:
15 + 1 4 + 6 = __
Team B:
5 + 13 + 7 = __
Who won? A or B
Answer:

Team A scored more points. So Team A won the game.
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above image we can observe two teams Team A and Team B.
Team A having 15, 14, 6 points. First add 14 with 6 then we got 20. ADD 15 with 20 then we got 35.
Team B having 5, 13, 7 points. First add 13 with 7 then we got 20. ADD 5 with 20 then we got 25.
Team A scored more points. So Team A won the game. Draw a circle for 35.

Question 2.
Game 2
Team A:
12 + 6 + 4 + 8 = ___
Team B:
5 + 10 + 19 + 1 = __
Who won? A or B
Answer:

Team B scored more points. So Team B won the game.
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above image we can observe two teams Team A and Team B.
Team A having 12, 6, 4, 8 points. First add 12 with 8 then we got 20, next add 6 with 4 then we got 10. Add 20 with 10 then we got 30.
Team B having 5, 10, 19, 1 points. First add 19 with 1 then we got 20. ADD 10 with 20 then we got 30. ADD 5 with 30 then we got 35
Team B scored more points. So Team B won the game. Draw a circle for 35.

Question 3.
Game 3
Team A:
17 + 4 + 5 + 3 = __
Team B:
2 + 1 1 + 9 + 18 = __
Who won? A or B
Answer:

Team B scored more points. So Team B won the game.
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above image we can observe two teams Team A and Team B.
Team A having 17, 4, 5, 3 points. First add 17 with 3 then we got 20, next add 4 with 5 then we got 9. Add 20 with 9 then we got 29.
Team B having 2, 11, 9, 18, 2 points. First add 11 with 9 then we got 20. ADD 18 with 2 then we got 20. ADD 20 with 20 then we got 40
Team B scored more points. So Team B won the game. Draw a circle for 40.

Question 4.
Game 4
Team A:
7 + 4 + 1 6 + 13 + 5 = ___
Team B:
22 + 9 + 8 + 3 + 1 7 = __
Who won? A or B
Answer:

Team B scored more points. So Team B won the game.
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above image we can observe two teams Team A and Team B.
Team A having 7, 4, 16, 13, 5 points. First add 7 with 13 then we got 20, next add 4 with 16 then we got 20. Add 20 with 20 and 5 then we got 45.
Team B having 22, 9, 8, 3, 17 points. First add 22 with 8 then we got 30. ADD 3 with 17 then we got 20. ADD 30 with 20 and 9 then we got 59
Team B scored more points. So Team B won the game. Draw a circle for 59.

Everyday Math Grade 2 Home Link 7.4 Answer Key

Using Measurement

Family Note

In class today your child measured distances with a yardstick. Talk with your child about measurements you use at your job, around the house, in sports, or in other activities. If you don’t have measuring tools to show your child, you might find pictures of measuring tools online or in a catalog, magazine, or book. Discuss with your child how these tools are used.
Please return this Home Link to school tomorrow.

Question 1.
Talk with people at home about how they use measurements at home, at their jobs, or in other activities.
Answer: The people at my home use measurements for a wide range of activities such as

• Measuring length of a cloth for tailoring
• Measuring level of fuel in tank for continuous running
• Measuring the amount of water used to cook food
• Measuring the length of wall for holding nails or to fix something on it.

Question 2.
Ask people at home to show you the tools they use for measuring. Write the names of some of these tools. Be ready to talk about your list in class.
___ ___
___ ___
___ ___
Answer:
Tailor Measuring Tool

Ruler
 Measuring jar:

Explanation:
In the above images we can observe three types of measuring tools. one is tailor measuring tape second one is ruler and third one is measuring jar.
Tailors measuring tape is made for cloth and are used to take measurements of the person for whom the clothing is being made. As such, these tape measures are used to measure around a person’s waist, chest, and hips.
A ruler is an instrument used to measure distances, degrees and determine straight lines. There are many different types of measuring rulers, available in different shapes, sizes and materials. These rulers are used in various occupations and fields of study, such as geometry, printing, technical drawing, building and engineering.
Plastic Measuring Jar 25ml. Measuring Jar is designed to give approximate measurement of ml, in general day to day cooking Preparations of Rice, Sugar, Chana. It Is one of the basic requirements of every kitchen to get the exact taste of every meal.

Question 3.
Look for measurements in pictures, in newspapers, or magazines. For example, an ad might tell the height of a bookcase or how much a container holds. Ask an adult if you may bring the pictures to school for our Measures
All Around Museum. Circle the measurements.
Answer:

Explanation:
Attach a piece of tape from the bottom to the top of an empty half-gallon container. Fill a measuring cup with a half-cup of water.
Pour the water into the container. Do all of our pouring on a tray to catch the drips. Mark the tape to show how high the water is inside the container. Write 1/2 c next to the mark. Pour another half-cup of water into the container. Mark the tape and write 1 c next to the mark. Mark the tape 1 1/2 c to show 3 half-cups, 2 c for 4 half-cups, 4c for 8 half-cups. Fill the container. Pour the water back into the pitcher.

Practice

Solve.

Question 4.
93 + 1 = __
Answer:
93 + 1 = 94
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 93 and 1. First add three and one in one’s place right side then we got four. Keep four in one’s place and then add zero to nine in ten’s place, left side then we got nine write nine in ten’s place. By adding these two numbers 93 and 1 we got 94.

Question 5.
__ = 6 + 61
Answer:
67 = 6 + 61
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 6 and 61. First add six and one in one’s place right side then we got seven. Keep seven in one’s place and then add zero to six in ten’s place, left side then we got six write six in ten’s place. By adding these two numbers 6 and 61 we got 67.

Question 6.
__ = 26 + 8
Answer:
34 = 26 + 8
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 26 and 8. First add six and eight in one’s place right side then we got fourteen. Keep four in one’s place and then add one to two in ten’s place, left side then we got three write three in ten’s place. By adding these two numbers 26 and 8 we got 34.

Question 7.
5 + 49 = __
Answer:
5 + 49 = 54
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 5 and 49. First add five and nine in one’s place right side then we got fourteen. Keep four in one’s place and then add one to four in ten’s place, left side then we got five write five in ten’s place. By adding these two numbers 5 and 49 we got 54.

Everyday Math Grade 2 Home Link 7.5 Answer Key

Measuring Height

Family Note
In this lesson your child was introduced to a metric unit of length called the meter. One meter is equal to 100 centimeters. We compared metersticks to yardsticks and noticed that 1 meter is a little longer than 1 yard. Then we used tools such as rulers, yardsticks, metersticks, and tape measures to measure lengths. Your child may wonder why there are two standard units—yards and meters—that
are nearly the same size. You may want to explore this issue by searching online for information about the metric and U.S. customary systems of measurement.
If you don’t have tools to measure length with metric units at home, you and your child can cut
pieces of string or strips of paper to match the heights of a table and an adult. Your child can bring
the string or strips to school to measure.
Please return this Home Link to school tomorrow

Question 1.
Work with someone at home to measure the height of a table.
The table is about __ centimeters high.
The table is about __ meters high.
Answer:
The table is about 200 centimeters high.
The table is about 2 meters high.
Explanation:
Centimeter is a metric unit of length, equal to one hundredth of a meter. The table is measured with tape and the table is about 200 centimeters high. In meters the table is about 2 meters high.

Question 2.
Measure the height of an adult.
The adult is about __ centimeters tall.
The adult is about __ meters tall.
Answer:
The adult is about 150 centimeters tall.
The adult is about 1.5 meters tall.
Explanation:
Centimeter is a metric unit of length, equal to one hundredth of a meter. The table is measured with tape and the adult is about 150 centimeters tall. In meters the adult is about 1.5 meters tall.

Question 3.
Are there more centimeters or more meters in your measurements? __ Explain.
Answer:
More centimeters, centimeters are shorter, so it takes more of them to measure the same height.
Explanation:
Centimeter is a metric unit of length, equal to one hundredth of a meter. There are more centimeters in my measurements because centimeters are shorter, so it takes more of them to measure the same height.

Practice

Question 4.
18 + __ = 20
Answer:
18 + 2 = 20
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 18 and 2. First add eight and two in one’s place right side then we got ten. Keep zero in one’s place and then add one to one in ten’s place, left side then we got two write two in ten’s place. By adding these two numbers 18 and 2 we got 20.

Question 5.
__ + 3 = 53
Answer:
50 + 3 = 53
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 50 and 3. First add zero and three in one’s place right side then we got three. Keep three in one’s place and then add zero to five in ten’s place, left side then we got five write five in ten’s place. By adding these two numbers 50 and 3 we got 53.

Question 6.
__ = 86 + 7
Answer:
93 = 86 + 7
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 86 and 7. First add six and seven in one’s place right side then we got thirteen. Keep three in one’s place and then add one to eight in ten’s place, left side then we got nine write nine in ten’s place. By adding these two numbers 86 and 7 we got 93.

Question 7.
8 + 33 = __
Answer:
8 + 33 = 41
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 8 and 33. First add eight and three in one’s place right side then we got eleven. Keep one in one’s place and then add one to three in ten’s place, left side then we got four write four in ten’s place. By adding these two numbers 8 and 33 we got 41.

Everyday Math Grade 2 Home Link 7.6 Answer Key

Comparing Arm Spans

Family Note
In today’s lesson your child measured his or her standing jump and arm span in both centimeters and inches. Help your child compare his or her arm span to someone else’s arm span at home. Also help your child find objects around the house that are about the same length as his or her arm span.
Please return this Home Link to school tomorrow.

My arm span is about __ inches long.

Question 1.
Tell someone at home about how long your arm span is in inches.
Answer: I’ve measured and my arm span is about 36 inches.
Explanation:
An inch is an imperial unit of length, approximately equal to 2.54 centimeters. We can measure arm span in both centimeters and inches. I have measured and my arm span  is about 36 inches.

Question 2.
Compare your arm span to the arm span of someone at home. Can you find someone who has a longer arm span than you do? Is there someone at home who has a shorter arm span?
_____ has a longer arm span than I have.
____ has a shorter arm span than I have.
Answer:  My father has a longer arm span than I have.
My sister has a shorter arm span than I have.
Explanation:
An inch is an imperial unit of length, approximately equal to 2.54 centimeters. We can measure arm span in both centimeters and inches. I have measured my arm span, My father arm span and My sister arm span. My father has a longer arm span than I have.
My sister has a shorter arm span than I have.

Question 3.
List some objects that are about the same length as your arm span.
Answer: My wardrobe, our mini-fridge, our dining table, our cot have the same length as my arm span.
Explanation:
An inch is an imperial unit of length, approximately equal to 2.54 centimeters. We can measure arm span in both centimeters and inches. Some objects are about the same length of my arm span. My wardrobe, our mini-fridge, our dining table, our cot have the same length as my arm span.

Question 4.
Explain how you know the objects you listed in Problem 3 are about the same length as your arm span.
Answer: I’ve measured with tape and the length of all those objects are nearly of same length as y arm span. Also, when I check with my arm span, they almost match to my arm span length.
Explanation:
An inch is an imperial unit of length, approximately equal to 2.54 centimeters. We can measure arm span in both centimeters and inches. I’ve measured with tape and the length of all those objects are nearly of same length as my arm span. Also, when I check with my arm span, they almost match to my arm span length.

Practice

Solve.

Question 5.
57 + 3 = ___
Answer:
57 + 3 = 60
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 57 and 3. First add seven and three in one’s place right side then we got ten. Keep zero in one’s place and then add one to five in ten’s place, left side then we got six write six in ten’s place. By adding these two numbers 57 and 3 we got 60.

Question 6.
4 + 71 = __
Answer:
4 + 71 = 75
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 4 and 71. First add four and one in one’s place right side then we got five. Keep five in one’s place and then add zero to seven in ten’s place, left side then we got seven write seven in ten’s place. By adding these two numbers 4 and 71 we got 75.

Question 7.
__ = 34 + 9
Answer:
43 = 34 + 9
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 34 and 9. First add four and nine in one’s place right side then we got thirteen. Keep three in one’s place and then add one to three in ten’s place, left side then we got four write four in ten’s place. By adding these two numbers 34 and 9we got 43.

Question 8.
48 + __ = 56
Answer:
48 + 8 = 56
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 48 and 8. First add eight and eight in one’s place right side then we got sixteen. Keep six in one’s place and then add one to four in ten’s place, left side then we got five write five in ten’s place. By adding these two numbers 48 and 8 we got 56.

Everyday Math Grade 2 Home Link 7.7 Answer Key

Interpreting Data

Family Note

In this lesson your child examined classroom data on the length of classmates’ standing jumps. The class found the shortest jump length and the longest jump length and calculated the difference between the lengths. They also made a line plot based on the data.
Please return this Home Link to school tomorrow.

The track team collected these standing-jump data:

List the inches for each jump in order from shortest to longest.
___, ___, ___, ___, ___, ___, ___, ___
Answer:
The inches for each jump from shortest to longest is 57, 60, 62, 64, 64, 68, 71, 72.
Explanation:
In the above image we can observe jumper name and standing jump length. The data is in the form of inches. An inch is an imperial unit of length, approximately equal to 2.54 centimeters. The inches for each jump from shortest to longest is 57, 60, 62, 64, 64, 68, 71, 72.

Question 2.
What is the shortest jump length? ___ inches
Answer:
57 inches is the shortest jump length.
Explanation:
In the above image we can observe jumper name and standing jump length. The data is in the form of inches. An inch is an imperial unit of length, approximately equal to 2.54 centimeters. In the above table we can observe 57 inches is the shortest jump length by comparing with other standing jump lengths.

Question 3.
What is the longest jump length? __ inches
Answer:
72 inches is the longest jump length.
Explanation:
In the above image we can observe jumper name and standing jump length. The data is in the form of inches. An inch is an imperial unit of length, approximately equal to 2.54 centimeters. In the above table we can observe 72 inches is the longest jump length by comparing with other standing jump lengths.

Question 4.
What is the difference between the longest jump length and the shortest jump length? __ inches
Answer:
72 inches is the longest jump length.
57 inches is the shortest jump length.
The difference between the longest jump length and the shortest jump length is 15 inches.
72 – 57 = 15
Explanation:
In the above image we can observe jumper name and standing jump length. The data is in the form of inches. An inch is an imperial unit of length, approximately equal to 2.54 centimeters. In the above table we can observe 72 inches is the longest jump length and 57 inches is the shortest jump length by comparing with other standing jump lengths. Subtraction is an arithmetic operation that represents the operation of removing objects from a collection. The result of a subtraction is called a difference. The difference between the longest jump length and the shortest jump length is 15 inches.
72 – 57 = 15

Practice

Question 5.
__ = 1 + 97
Answer:
98 = 1 + 97
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 1 and 97. First add one and seven in one’s place right side then we got eight. Keep eight in one’s place and then add zero to nine in ten’s place, left side then we got nine write nine in ten’s place. By adding these two numbers 1 and 97 we got 98.

Question 6.
23 + 6 = __
Answer:
23 + 6 = 29
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 23 and 6. First add three and six in one’s place right side then we got nine. Keep nine in one’s place and then add zero to two in ten’s place, left side then we got two write two in ten’s place. By adding these two numbers 23 and 6 we got 29.

Everyday Math Grade 2 Home Link 7.8 Answer Key

Interpreting Data

Family Note

Today your child represented class arm span data in a frequency table and on a line plot. Line plots like the one below help us organize and display data. Each X in this line plot represents one basketball player. Help your child use the data in the line plot to answer the questions.
Please return this Home Link to school tomorrow.

Ms. Ortiz is a basketball coach. She measured the height of each player on the team. Then she made this line plot.

Question 1.
How many players are 61 inches tall? __ players
Answer:
Each X in this line plot represents one basketball player. 2 players are 61 inches tall.
Explanation:
Line plots like the one above help us organize and display data. Each X in this line plot represents one basketball player. The data height is in the form of inches. In the above image we can observe basket players and their height. In this line plot we can see 61 inches in that we can observe two X’s. So two players are 61 inches tall.

Question 2.
How many players are 58 inches tall? __ players
Answer:
Each X in this line plot represents one basketball player. 0 players are 58 inches tall.
Explanation:
Line plots like the one above help us organize and display data. Each X in this line plot represents one basketball player. The data height is in the form of inches. In the above image we can observe basket players and their height. In this line plot we can see 58 inches in that we can observe zero X’s. So zero players are 58 inches tall.

Question 3.
The shortest player is __ inches tall.
Answer:
The shortest player is 57 inches tall.
Explanation:
Line plots like the one above help us organize and display data. Each X in this line plot represents one basketball player. The data height is in the form of inches. In the above image we can observe basket players and their height. The shortest player is 57 inches tall.

Question 4.
The tallest player is __ inches tall.
Answer:
The tallest player is 63 inches tall.
Explanation:
Line plots like the one above help us organize and display data. Each X in this line plot represents one basketball player. The data height is in the form of inches. In the above image we can observe basket players and their height. The tallest player is 63 inches tall.

Question 5.
How many players did Ms. Ortiz measure? __ players
Answer:
Ms. Ortiz  measured 9 players.
Explanation:
Line plots like the one above help us organize and display data. Each X in this line plot represents one basketball player. The data height is in the form of inches. In the above image we can observe basket players and their height. Ms. Ortiz  measured nine players.

Question 6.
Which height occurs most often? __ inches
Answer:
The height occurs most often is 59 inches.
Explanation:
Line plots like the one above help us organize and display data. Each X in this line plot represents one basketball player. The data height is in the form of inches. In the above image we can observe basket players and their height. The height occurs most often is 59 inches.

Practice

Question 7.
33 + 6 = __
Answer:
33 + 6 = 39
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 33 and 6. First add three and six in one’s place right side then we got nine. Keep nine in one’s place and then add zero to three in ten’s place, left side then we got three write three in ten’s place. By adding these two numbers 33 and 6 we got 39.

Question 8.
__ = 65 + 2
Answer:
67 = 65 + 2
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 65 and 2. First add five and two in one’s place right side then we got seven. Keep seven in one’s place and then add zero to six in ten’s place, left side then we got six write six in ten’s place. By adding these two numbers 65 and 2 we got 67.

Question 9.
__ + 3 = 22
Answer:
19 + 3 = 22
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 19 and 3. First add nine and three in one’s place right side then we got twelve. Keep two in one’s place and then add one to one in ten’s place, left side then we got two write two in ten’s place. By adding these two numbers 19 and 3 we got 22.

Question 10.
9 + 52 = __
Answer:
9 + 52 = 61
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 9 and 52. First add nine and two in one’s place right side then we got eleven. Keep one in one’s place and then add one to five in ten’s place, left side then we got six write six in ten’s place. By adding these two numbers 9 and 52 we got 61.

Everyday Math Grade 2 Home Link 7.9 Answer Key

Vegetable Picture Graph

Family Note
Today your child drew a picture graph, which uses pictures or symbols to show data. The key on a picture graph tells what each picture is for. Have your child use the data table to draw the graph.
Please return this Home Link to school tomorrow.

Answer:

Explanation:
In the above image we can observe favorite vegetables with name of vegetable and number of people. In favorite vegetables picture graph one smiley represents one child. Four people like Carrots and five people like peas, three people like corn and other vegetables like six people.

Practice

Question 1.
__ = 21 + 5
Answer:
26 = 21 + 5
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 21 and 5. First add one and five in one’s place right side then we got six. Keep six in one’s place and then add zero to two in ten’s place, left side then we got two write two in ten’s place. By adding these two numbers 21 and 5 we got 26.

Question 2.
63 + 4 = __
Answer:
63 + 4 = 67
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 63 and 4. First add three and four in one’s place right side then we got seven. Keep seven in one’s place and then add zero to six in ten’s place, left side then we got six write six in ten’s place. By adding these two numbers 63 and 4 we got 67.

Question 3.
__ + 88 = 90
Answer:
2 + 88 = 90
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 2 and 88. First add two and eight in one’s place right side then we got ten. Keep zero in one’s place and then add one to eight in ten’s place, left side then we got nine write nine in ten’s place. By adding these two numbers 2 and 88 we got 90.

Question 4.
7 + 35 = __
Answer:
7 + 35 = 42
Explanation:
An addition sentence is a mathematical expression that shows two or more values added together. In the above expression we can observe two numbers 7 and 35. First add seven and five in one’s place right side then we got twelve. Keep two in one’s place and then add one to three in ten’s place, left side then we got four write four in ten’s place. By adding these two numbers 7 and 35 we got 42.