Grade 3. Everyday Math: Version 4. Unit EDM. Multiplication & Division Study Guide

Transcription

1 Grade Everyday Math: EDM Version 4 Unit Multiplication & Division Study Guide

2 Thank you! Catherine Abc2is4me (All new products are discounted for the first 48 hours! Follow my page to see when new products are posted!) (Follow me here for Flash Freebies!!!) (Follow me here to see how I use my products in my classroom!) Credits:

3 Name: Test Date: - - Grade Everyday Math: Unit Multiplication & Division Study Guide Unit Vocabulary: argument, bases, conjecture, edge, extended facts, faces, factor pair, factors, multiple of 0, multiples, plot, polyhedron, prisms, products, -dimensional, 2-dimensional, vertex

4 Lesson 8.: How do you measure to the nearest /4 inch? Inches (in.) 4 2 a. Make a dot at 2 ½ inches from 0. Label it with the letter A. b. Make a dot at ¾ inches from 0. Label it with the letter B. c. Make a dot at ¼ inches from 0. Label it with the letter C. 2. Measure the line segment below to the nearest ¼ inch. about in. Pg.

5 Lesson 8.2: What strategies can be used to solve extended multiplication and division facts? Write a helper fact and Use the helper fact to help you use it to help you solve. fill in the missing factors. a. 2 x 70 = d. Helper fact: 9 x 2 = Fact I used to help: 90 x = 80 b. 40 x 5 = e. Helper fact: = x 5 Fact I used to help: 00 = x 5. c. x 90 = f. Helper fact: 5 x 5 = Fact I used to help: x 50 = 250 Lesson 8.: How do you identify factors of counting numbers? Write in factor pairs to make the number sentences true. x = 2 = x x = 0 Pg. 2

6 Lesson 8.4: How do you use clues to make conjectures and arguments to show if the statement is accurate?. There are clowns marching in a parade. The clowns are supposed to march in rows with the same amount of clowns in each row. Find two different ways that the clowns can be arranged. Draw a sketch that shows each arrangement. Sketch #: Sketch #2: 2. Which way is better? Explain your reasoning. Pg.

7 Lesson 8.5: How do you find products for a given factor?. Here is a Factor Bingo game mat. You draw a card. Circle at least two products with a factor of Here is a game mat for Speed Factor Bingo. In Speed Factor Bingo, a player draws a card and covers all the products that have that number as a factor. Name a factor card that would allow a player to get a bingo in one turn Draw a line through the row, column, or diagonal to show the bingo. Pg. 4

8 Lesson 8.: How is money shared equally? Four friends want to share $52. They have $0 bills and $ bills. They can exchange larger bills for smaller bills if they need to. Write a number model. Use numbers or pictures to show how you solved the problem. The letter stands for (number model with letter for unknown) Answer: Each friend gets $. Pg. 5

9 Lesson 8.7: Exploration A: How do you plot fractions on a number line? Plot the following fractions on the number line below Exploration B: How do you construct a rectangle when given its area? Construct a rectangle with an area of 2 square units. What is the length of one side? units What is the length of the other side? units Exploration C: How do you identify equivalent fractions using fraction circles? What fraction of the whole is missing? = Pg.

10 Lesson 8.8: How can you identify prisms given their attributes?. Explain why the shape in this picture is a cube. 2. Luke says this is a picture of a triangular prism. Explain why you agree or disagree? Pg. 7

11 Answer Key

12 ANSWER KEY Name: Test Date: - - Grade Everyday Math: Unit Multiplication & Division Study Guide Unit Vocabulary: argument, bases, conjecture, edge, extended facts, faces, factor pair, factors, multiple of 0, multiples, plot, polyhedron, prisms, products, -dimensional, 2-dimensional, vertex

13 Lesson 8.: How do you measure to the nearest /4 inch? Inches (in.) 4 C B A 2 a. Make a dot at 2 ½ inches from 0. Label it with the letter A. b. Make a dot at ¾ inches from 0. Label it with the letter B. c. Make a dot at ¼ inches from 0. Label it with the letter C. 2. Measure the line segment below to the nearest ¼ inch. about ¼ in. Pg.

14 Lesson 8.2: What strategies can be used to solve extended multiplication and division facts? Write a helper fact and Use the helper fact to help you use it to help you solve. fill in the missing factors. a. 2 x 70 = 40 d. Helper fact: 9 x 2 = 8 Fact I used to help: 90 x 2 = 80 2 x 7 = 4 b. 40 x 5 = 200 e. Helper fact: 0 = x 5 Fact I used to help: 00 = 0 x 5 4 x 5 = 20. c. x 90 = 540 f. Helper fact: 5 x 5 = 25 Fact I used to help: 5 x 50 = 250 x 9 = 54 Lesson 8.: How do you identify factors of counting numbers? Write in factor pairs to make the number sentences true. Answers will vary x = 2 = x x = 0 Pg. 2

15 Lesson 8.4: How do you use clues to make conjectures and arguments to show if the statement is accurate?. There are clowns marching in a parade. The clowns are supposed to march in rows with the same amount of clowns in each row. Find two different ways that the clowns can be arranged. Draw a sketch that shows each arrangement. Sketch #: Sketch #2: X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 2. Which way is better. Explain your reasoning. Answers will vary Pg.

16 Lesson 8.5: How do you find products for a given factor?. Here is a Factor Bingo game mat. You draw a card. Circle at least two products with a factor of Here is a game mat for Speed Factor Bingo. In Speed Factor Bingo, a player draws a card and covers all the products that have that number as a factor. Name a factor card that would allow a player to get a bingo in one turn. 5 or Draw a line through the row, column, or diagonal to show the bingo. Pg. 4

17 Lesson 8.: How is money shared equally? Four friends want to share $52. They have $0 bills and $ bills. They can exchange larger bills for smaller bills if they need to. Write a number model. Use numbers or pictures to show how you solved the problem. The letter D stands for number of dollars each friend gets = D or 4 x D = 52 (number model with letter for unknown) $0 $0 $0 $0 $ Answer: Each friend gets $. $0 $ $ $ $ $ $ $ $ $ $ $ $ Pg. 5

18 Lesson 8.7: Exploration A: How do you plot fractions on a number line? Plot the following fractions on the number line below Exploration B: How do you construct a rectangle when given its area? Answers will vary Construct a rectangle with an area of 2 square units. What is the length of one side? units What is the length of the other side? units Exploration C: How do you identify equivalent fractions using fraction circles? What fraction of the whole is missing? 2 = 2/ Pg.

19 Lesson 8.8: How can you identify prisms given their attributes?. Explain why the shape in this picture is a cube. The shape of its bases are squares. That is why it is called a cube (or a rectangular prism). 2. Luke says this is a picture of a triangular prism. Explain why you agree or disagree? Sample answer: I disagree because its bases are rectangles. Pg. 7