3 a story of units...includes fact fluency practice as well as a review of math concepts and skills....

Grade 3

Math Packet

This packet contains review materials from previous math concepts learned in class this year. The packet includes fact fluency practice as well as a review of math concepts and skills.

Lesson 18 Sprint 3•3

Lesson 18: Solve two-step word problems involving all four operations and assess the reasonableness of solutions.

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© 2014 Common Core, Inc. All rights reserved. commoncore.org 2


Lesson 18: Solve two-step word problems involving all four operations and assess the reasonableness of solutions.

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3 1

Lesson 13 Sprint

Lesson 13: Interpret the quotient as the number of groups or the number of objects in each group using units of 3.

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Lesson 13 Sprint 3

Lesson 13: Interpret the quotient as the number of groups or the number of objects in each group using units of 3.

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Lesson 3 Sprint

Lesson 3: Name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units.

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Lesson 14 Sprint

3 1

Lesson 14: Skip-count objects in models to build fluency with multiplication facts using units of 4

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Lesson 5 Sprint 4

Lesson 5: Compare numbers based on meanings of the digits using >, <. or = to record the comparison.

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Lesson 17 Sprint 3 1

Lesson 17: Model the relationship between multiplication and division.

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Lesson 17: Model the relationship between multiplication and division.

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Lesson 4: Draw a bar graph to represent a given data set.


Skip-counting by 5

1. 0, 5, __ 23. 35, __, 45

2. 5, 10, __ 24. 15, __, 25

3. 10, 15, __ 25. 40, __, 50

4. 15, 20, __ 26. 25, __, 15

5. 20, 25, __ 27. 50, __, 40

6. 25, 30, __ 28. 20, __, 10

7. 30, 35, __ 29. 45, __, 35

8. 35, 40, __ 30. 15, __, 5

9. 40, 45, __ 31. 40, __, 30

10. 50, 45, __ 32. 10, __, 0

11. 45, 40, __ 33. 35, __, 25

12. 40, 35, __ 34. __, 10, 5

13. 35, 30, __ 35. __, 35, 30

14. 30, 25, __ 36. __, 15, 10

15. 25, 20, __ 37. __, 40, 35

16. 20, 15, __ 38. __, 20, 15

17. 15, 10, __ 39. __, 45, 40

18. 0, __, 10 40. 50, 55, __

19. 25, __, 35 41. 45, 50, __

20. 5, __, 15 42. 65, __, 55

21. 30, __, 40 43. 55, 60, __

22. 10, __, 20 44. 60, 65, __

A Number Correct: _______

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Lesson 4: Draw a bar graph to represent a given data set.


Skip-counting by 5

1. 5, 10, __ 23. 15, __, 25

2. 10, 15, __ 24. 35, __, 45

3. 15, 20, __ 25. 30, __, 20

4. 20, 25, __ 26. 25, __, 15

5. 25, 30, __ 27. 50, __, 40

6. 30, 35, __ 28. 20, __, 10

7. 35, 40, __ 29. 45, __, 35

8. 40, 45, __ 30. 15, __, 5

9. 50, 45, __ 31. 35, __, 25

10. 45, 40, __ 32. 10, __, 0

11. 40, 35, __ 33. 35, __, 25

12. 35, 30, __ 34. __, 15, 10

13. 30, 25, __ 35. __, 40, 35

14. 25, 20, __ 36. __, 20, 15

15. 20, 15, __ 37. __, 45, 40

16. 15, 10, __ 38. __, 10, 5

17. 0, __, 10 39. __, 35, 30

18. 25, __, 35 40. 45, 50, __

19. 5, __, 15 41. 50, 55, __

20. 30, __, 40 42. 55, 60, __

21. 10, __, 20 43. 65, __, 55

22. 35, __, 45 44. __, 60, 55

B

Number Correct: _______

Improvement: _______

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Lesson 23: Solve a variety of word problems with perimeter.

Multiply or Divide by 5

1. 2 × 5 = 23. ___ × 5 = 50

2. 3 × 5 = 24. ___ × 5 = 10

3. 4 × 5 = 25. ___ × 5 = 15

4. 5 × 5 = 26. 50 ÷ 5 =

5. 1 × 5 = 27. 25 ÷ 5 =

6. 10 ÷ 5 = 28. 5 ÷ 5 =

7. 15 ÷ 5 = 29. 10 ÷ 5 =

8. 25 ÷ 5 = 30. 15 ÷ 5 =

9. 5 ÷ 5 = 31. ___ × 5 = 30

10. 20 ÷ 5 = 32. ___ × 5 = 35

11. 6 × 5 = 33. ___ × 5 = 45

12. 7 × 5 = 34. ___ × 5 = 40

13. 8 × 5 = 35. 35 ÷ 5 =

14. 9 × 5 = 36. 45 ÷ 5 =

15. 10 × 5 = 37. 30 ÷ 5 =

16. 40 ÷ 5 = 38. 40 ÷ 5 =

17. 35 ÷ 5 = 39. 11 × 5 =

18. 45 ÷ 5 = 40. 55 ÷ 5 =

19. 30 ÷ 5 = 41.

20. 50 ÷ 5 = 42. 60 ÷ 5 =

21. ___ × 5 = 25 43. 12 × 5 =

22. ___ × 5 = 5 44. 70 ÷ 5 =

A Number Correct: _______

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© 2014 Common Core, Inc. All rights reserved. commoncore.org

15 ÷ 5 =

16


Lesson 23: Solve a variety of word problems with perimeter.

Multiply or Divide by 5

1. 1 × 5 = 23. ___ × 5 = 10

2. 2 × 5 = 24. ___ × 5 = 50

3. 3 × 5 = 25. ___ × 5 = 15

4. 4 × 5 = 26. 10 ÷ 5 =

5. 5 × 5 = 27. 5 ÷ 5 =

6. 15 ÷ 5 = 28. 50 ÷ 5 =

7. 10 ÷ 5 = 29. 25 ÷ 5 =

8. 20 ÷ 5 = 30. 15 ÷ 5 =

9. 5 ÷ 5 = 31. ___ × 5 = 15

10. 25 ÷ 5 = 32. ___ × 5 = 20

11. 10 × 5 = 33. ___ × 5 = 45

12. 6 × 5 = 34. ___ × 5 = 35

13. 7 × 5 = 35. 40 ÷ 5 =

14. 8 × 5 = 36. 45 ÷ 5 =

15. 9 × 5 = 37. 30 ÷ 5 =

16. 35 ÷ 5 = 38. 35 ÷ 5 =

17. 30 ÷ 5 = 39. 11 × 5 =

18. 40 ÷ 5 = 40. 55 ÷ 5 =

19. 50 ÷ 5 = 41. 12 × 5 =

20. 45 ÷ 5 = 42. 60 ÷ 5 =

21. ___ × 5 = 5 43. 13 × 5 =

22. ___ × 5 = 25 44. 65 ÷ 5 =

B

Number Correct: _______

Improvement: _______

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Lesson 3: Interpret the meaning of factors—the size of the group or the number of groups.

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Lesson 4: Understand the meaning of the unknown as the size of the group in division.

Lesson 4 Sprint 3 1 A STORY OF UNITS


Lesson 4: Understand the meaning of the unknown as the size of the group in division.

Lesson 4 Sprint 3 1

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Lesson 2: Apply the distributive and commutative properties to relate multiplication facts 5 × n + n to 6 × n and n × 6 where n is the size of the unit.

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Lesson 1: Study commutativity to find known facts of 6, 7, 8, and 9.

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Lesson 3 Sprint

Lesson 3: Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models.

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Lesson 4 Sprint

Lesson 4: Represent and identify fractional parts of different wholes.

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Lesson 6: Build non-unit fractions less than one whole from unit fractions.

Lesson 6 Sprint

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Lesson 7: Identify and represent shaded and non-shaded parts of one whole as fractions.

Lesson 7 Sprint

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Lesson 9 Sprint 3 5

Lesson 9: Build and write fractions greater than one whole using unit fractions.

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Lesson 13: Identify and use arithmetic patterns to multiply.

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Lesson 12 Sprint

Lesson 12: Specify the corresponding whole when presented with one equal part.

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Lesson 16: Reason about and explain arithmetic patterns using units of 0 and 1 as they relate to multiplication and division.

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Lesson 3 Sprint 4 3

Lesson 3: Demonstrate understanding of area and perimeter formulas by solving multi-step real world problems.

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Lesson 1 Problem Set 3•3

Name Date

1. a. Solve. Shade in the multiplication facts that you already know. Then, shade in the facts for sixes, sevens, eights, and nines that you can solve using the commutative property.

× 1 2 3 4 5 6 7 8 9 10

1 2 3

2 4 8 16

3 18

4 20

5 50

6 12

7

8

9

10

b. Complete the chart. Each bag contains 7 apples.

Number of Bags 2 4 5

Total Number of Apples 21

42

2. Use the array to write two different multiplication sentences.

_______ = _______ × _______ _______ = _______ × _______


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This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org G3-M3-SE-B2-v1.3.0-05.2015

1

Lesson 1 Problem Set 3•3

3. Complete the equations.

a. 2 sevens = ________ twos g. 3 × 9 = 10 threes – _______ three

= ________ = _______

b. 3 ________ = 6 threes h. 10 fours – 1 four = _______ × 4 = ________ = ________ c. 10 eights = 8 ________ i. 8 × 4 = 5 fours + _______ fours = ________ = ________ d. 4 × _______ = 6 × 4 j. _______ fives + 1 five = 6 × 5 = ________ = ________

e. 8 × 5 = ________ × 8 k. 5 threes + 2 threes = _____ × _____ = ________ = ________

f. _______ × 7 = 7 × _______ l. ______ twos + ______ twos = 10 twos

= ________ = _______

14

28


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2

Lesson 1 Homework 3•3

Name Date

1. Complete the charts below.

a. A tricycle has 3 wheels.

Number of Tricycles 3 5

7

Total Number of Wheels 12

18

b. A tiger has 4 legs.

Number of Tigers

7 8 9

Total Number of Legs 20 24

c. A package has 5 erasers.

Number of Packages 6

10

Total Number of Erasers 35 40 45

2. Write two multiplication facts for each array.

_______ = _______ × _______ _______ = _______ × _______

_______ = _______ × _______ _______ = _______ × _______


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3

Lesson 1 Homework 3•3

3. Match the expressions.

3 × 6 7 threes

3 sevens 2 × 10

2 eights 9 × 5

5 × 9 8 × 2

10 twos 6 × 3

4. Complete the equations.

a. 2 sixes = ______ twos d. 4 × _____ = _____ × 4

= _______ = ________

b. _____ × 6 = 6 threes e. 5 twos + 2 twos = _____ × _____

= _______ = _______

c. 4 × 8 = _____ × 4 f. _____ fives + 1 five = 6 × 5 = _______ = _____

12 28


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4

Lesson 3 Problem Set 3 3

Name Date

1. Each equation contains a letter representing the unknown. Find the value of the unknowns, and then write the letters that match the answers to solve the riddle.

32 = s × 8 s = _____

e = _____

n = _____

21 ÷ 3 = l

l = _____

4 = 36 ÷ k

k = _____

21 = c × 7

c = _____

8 = a ÷ 3

a = _____

t = _____

t ÷ 10 = 7

24 ÷ b = 12 b = _____

i = _____

5 × 4 = e

24 ÷ i = 4

8 = 80 ÷ n

35 = 7 × h h = _____

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ 9 6 70 3 5 20 10 70 24 2 7 20 4

Which tables do you NOT have to learn?

Lesson 3: Multiply and divide with familiar facts using a letter to represent the unknown.

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10


2. Lonna buys 3 t-shirts for $8 each.

a. What is the total amount Lonna spends on 3 t-shirts? Use the letter m to represent the total amount of money Lonna spends, and then solve the problem.

b. If Lonna hands the cashier 3 ten dollar bills, how much change will she receive? Use the letter c in an equation to represent the change, and then find the value of c.


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Lesson 3 Homework 3 3

Name Date

1. a. Complete the pattern.

b. Find the value of the unknown.

10 × 2= d d =__20_ 10 × 6 = w w =_____

3 × 10 = e e =_____ 10 × 7 = n n =_____

f = 4 × 10 f =_____ g = 8 × 10 g =_____

p = 5 × 10 p =_____

2. Each equation contains a letter representing the unknown. Find the value of the unknown.

8 ÷ 2 = n

n = _____

3 × a = 12

a = _____

p × 8 = 40

p = _____

18 ÷ 6 = c

c = _____

d × 4= 24

d = _____

h ÷ 7 = 5

h = _____

6 × 3 = f

f = _____

32 ÷ y = 4

y = _____

30 60 90


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3. Pedro buys 4 books at the fair for $7 each.

a. What is the total amount Pedro spends on 4 books? Use the letter b to represent the total amount Pedro spends, and then solve the problem.

b. Pedro hands the cashier 3 ten dollar bills. How much change will he receive? Write an equation to solve. Use the letter c to represent the unknown.

4. On field day, the first-grade dash is 25 meters long. The third-grade dash is twice the distance of the first-grade dash. How long is the third-grade dash? Use a letter to represent the unknown and solve.


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Lesson 4: Count by units of 6 to multiply and divide using number bonds to decompose.


Name Date

1. Skip-count by six to fill in the blanks. Match each number in the count-by with its multiplication fact.

6

_____

18

_____

30

_____

36

48

_____

60

2 × 6

9 × 6

4 × 6

7 × 6

1 × 6

3 × 6

10 × 6

5 × 6

8 × 6

6 × 6

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4. Mrs. Byrne’s class skip-counts by six for a group counting activity. When she points up, they count up by six, and when she points down, they count down by six. The arrows show when she changes direction.

a. Fill in the blanks below to show the group counting answers.

0, 6, _____, 18, _____ _____, 12 _____, 24, 30, _____ 30, 24, _____ 24, _____, 36, _____, 48

b. Mrs. Byrne says the last number that the class counts is the product of 6 and another number.

Write a multiplication sentence and a division sentence to show she’s right.

6 × _______ = 48 48 ÷ 6 = _______

5. Julie counts by six to solve 6 × 7. She says the answer is 36. Is she right? Explain your answer.

2. Count by six to fill in the blanks below.

6, _______, _______, _______

Complete the multiplication equation that represents the final number in your count-by.

6 × _______ = _______

Complete the division equation that represents your count-by.

_______ ÷ 6 = _______


6, ______, ______, ______, ______, _____, _____


6 × _______ = _______


_______ ÷ 6 = _______

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16



Name Date

1. Use number bonds to help you skip-count by six by either making a ten or adding to the ones.

a. 6 + 6 = ______ + ______ = _______ b. 12 + 6 = ______ + ______ = _______

c. 18 + 6 = ______ + ______ = _______

d. 24 + 6 = ______ + ______ = _______

e. 30 + 6 = _______

f. 36 + 6 = ______ + ______ = _______

g. 42 + 6 = ______ + ______ = _______

h. 48 + 6 = ______ + ______ = _______

i. 54 + 6 = ______ + ______ = _______

4 2

4 20

10 2

10 8

2 4

2 10

2 4

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17



4. Count by six to solve 48 ÷ 6. Show your work below.


6, ______, ______, ______, ______, ______


6 × _______ = _______


_______ ÷ 6 = _______


6, _______, _______, _______, _______


6 × _______ = _______


_______ ÷ 6 = _______

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Name Date

1. Skip-count by seven to fill in the blanks in the fish bowls. Match each count-by to its multiplication expression. Then, use the multiplication expression to write the related division fact directly to the right.

7

______

21

______

______

42

49

______

______

7 × 2

7 × 3

7 × 6

7 × 7

7 × 1

7 × 10

7 × 8

7 × 9

7 × 4

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

______

7 × 5 _______ ÷ 7 = _______


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Name Date

1. Use number bonds to help you skip-count by seven by making ten or adding to the ones.

a. 7 + 7 = ______ + ______ = _______

b. 14 + 7 = ______ + ______ = _______

c. 21 + 7 = ______ + ______ = _______

d. 28 + 7 = ______ + ______ = _______

e. 35 + 7 = ______ + ______ = _______

f. 42 + 7 = ______ + ______ = _______

g. 49 + 7 = ______ + ______ = _______

h. 56 + 7 = ______ + ______ = _______

10 4

4 3

1 6

1 20

5 2

2 5


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2. Skip-count by seven to fill in the blanks. Then, fill in the multiplication equation, and use it to write the related division fact directly to the right.

7 × 8 = _____

7 × 7 = _____

7 × 6 = _____

7 × 5 = _____

7 × 4 = _____

7 × 3 = _____

7 × 2 = _____

7 × 1 = _____

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

7 × 10 = _____

7 × 9 = _____

_____

_____

_____

49

_____

_____

28

_____

_____

7

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______

_______ ÷ 7 = _______


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Name Date

1. Match the words to the correct equation.

2. Write an equation to represent the tape diagram below, and solve for the unknown.

7 times a number equals 42

a number times 6 equals 30 n × 7 = 21

7 × n = 42

n × 6 = 30

63 ÷ n = 9

36 ÷ n = 6

6 × 7 = n

8 8 8 8 8 8

k

Equation: ___________________________________

6 times 7 equals a number

63 divided by a number equals 9


a number times 7 equals 21

Lesson 7: Interpret the unknown in multiplication and division to model and solve problems using units of 6 and 7.

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27


3. Model each problem with a drawing. Then, write an equation using a letter to represent the unknown, and solve for the unknown.

a. Each student gets 3 pencils. There are a total of 21 pencils. How many students are there?

b. Henry spends 24 minutes practicing 6 different basketball drills. He spends the same amount of time on each drill. How much time does Henry spend on each drill?

c. Jessica has 8 pieces of yarn for a project. Each piece of yarn is 6 centimeters long. What is the total length of the yarn?

d. Ginny measures 6 milliliters of water into each beaker. She pours a total of 54 milliliters. How many beakers does Ginny use?


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28


Name Date

1. Match the words on the arrow to the correct equation on the target.

n × 7 = 21

7 times a number equals 42

7 × n = 42

36 ÷ n = 6

A number times 7 equals 21

63 ÷ n = 9




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29


2. Ari sells 6 boxes of pens at the school store.

a. Each box of pens sells for $7. Draw a tape diagram, and label the total amount of money he makes as m. Write an equation, and solve for m.

b. Each box contains 6 pens. Draw a tape diagram, and label the total number of pens as p. Write an equation, and solve for p.

3. Mr. Lucas divides 28 students into 7 equal groups for a project. Draw a tape diagram, and label the number of students in each group as n. Write an equation, and solve for n.


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Lesson 8 Problem Set

Name Date

1. Solve.

a. (12 – 4) + 6 = ______ i. ______ = (12 ÷ 2) + 4

b. 12 – (4 + 6) = ______ j. ______ = 12 ÷ (2 + 4)

c. ______ = 15 – (7 + 3) k. 9 + (15 ÷ 3) = ______

d. ______ = (15 – 7) + 3 l. (9 + 15) ÷ 3 = ______

e. ______ = (3 + 2) × 6 m. 60 ÷ (10 – 4) = ______

f. ______ = 3 + (2 × 6) n. (60 ÷ 10) – 4 = ______

g. 4 × (7 – 2) = ______ o. ______ = 35 + (10 ÷ 5)

h. (4 × 7) – 2 = ______ p. ______ = (35 + 10) ÷ 5

2. Use parentheses to make the equations true.

a. 16 – 4 + 7 = 19 b. 16 – 4 + 7 = 5

c. 2 = 22 – 15 + 5 d. 12 = 22 – 15 + 5

e. 3 + 7 × 6 = 60 f. 3 + 7 × 6 = 45

g. 5 = 10 ÷ 10 × 5 h. 50 = 100 ÷ 10 × 5

i. 26 – 5 ÷ 7 = 3 j. 36 = 4 × 25 – 16

Lesson 8: Understand the function of parentheses and apply to solving problems.

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4. An octagon has 8 sides. Skip-count to find the total number of sides on 9 octagons.

Nine octagons have a total of _________ sides.

5. Multiply.

32

4 × 8 =

8 × 6 = 3 × 8 =

8 × 10 8 × 8 = 7 × 8 =

8 16

Lesson 10: Use the distributive property as a strategy to multiply and divide.

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41


6. Match.

2

4

6

8

5

1

7

9

32 ÷ 8

16 ÷ 8

48 ÷ 8

64 ÷ 8

72 ÷ 8

24 ÷ 8

3


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42

3. Count by 8. Then, match each multiplication problem with its value.

8 , _______, _______, _______, _______, _______, _______, _______, _______, _______

4. Divide.

7 × 8

9 × 8 8 × 8

6 × 8

16 ÷ 8 = ______

48 ÷ 8 = ______ 72 ÷ 8 = ______ 56 ÷ 8 = ______

32 ÷ 8 = ______



40 ÷ 8 = ______

5 × 8

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44

Lesson 11: Interpret the unknown in multiplication and division to model and solve problems.


Name Date

1. Ms. Santor divides 32 students into 8 equal groups for a field trip. Draw a tape diagram, and label the number of students in each group as n. Write an equation, and solve for n.

2. Tara buys 6 packs of printer paper. Each pack of paper costs $8. Draw a tape diagram, and label the total

amount she spends as m. Write an equation, and solve for m.

3. Mr. Reed spends $24 on coffee beans. How many kilograms of coffee beans does he buy? Draw a tape diagram, and label the total amount of coffee beans he buys as c. Write an equation, and solve for c.

$8 for 1 kg

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45



Name Date

1. Jenny bakes 10 cookies. She puts 7 chocolate chips on each cookie. Draw a tape diagram, and label the total amount of chocolate chips as c. Write an equation, and solve for c.

2. Mr. Lopez arranges 48 dry erase markers into 8 equal groups for his math stations. Draw a tape diagram, and label the number of dry erase markers in each group as v. Write an equation, and solve for v.

3. There are 35 computers in the lab. Five students each turn off an equal number of computers. How many computers does each student turn off? Label the unknown as m, and then solve.

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47



4. There are 9 bins of books. Each bin has 6 comic books. How many comic books are there altogether?

5. There are 8 trail mix bags in one box. Clarissa buys 5 boxes. She gives an equal number of bags of trail mix to 4 friends. How many bags of trail mix does each friend receive?

6. Leo earns $8 each week for doing chores. After 7 weeks, he buys a gift and has $38 left. How much money does he spend on the gift?

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48


Name Date

1. a. Write the products into the chart as fast as you can.

× 1 2 3 4 5 6 7 8

1

2

3

4

5

6

7

8

b. Color the rows and columns with even factors yellow.

c. What do you notice about the factors and products that are left unshaded?

Lesson 17: Identify patterns in multiplication and division facts using the multiplication table.

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75

Lesson 3: Model tiling with centimeter and inch unit squares as a strategy to measure area.


Name Date

1. Each is 1 square unit. What is the area of each of the following rectangles?

A

B

C

D


A: square units

B: ___________________________

C: ___________________________

D: ___________________________

____________________________

d.

____________________________

b.

____________________________

a.

____________________________

c.

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This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org G 3-M 4-TE-1.3 .0 -0 5.20 15

9



3. a. How would the rectangles in Problem 1 be different if they were composed of square inches?

b. Select one rectangle from Problem 1 and recreate it on square inch and square centimeter grid paper.

4. Use a separate piece of square centimeter grid paper. Draw four different rectangles that each has an area of 8 square centimeters.

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10



Name Date


A: square units

B: __________________

C: __________________

D: __________________


A

B

C

D

a. b.

c. d.

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11



3. Each

is 1 square unit. Write the area of each rectangle. Then, draw a different rectangle with the

same area in the space provided.

A

Area = ___________________ square units

B

Area = _____________________________

C

Area = _____________________________

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12

Lesson 4: Relate side lengths with the number of tiles on a side.


Name Date

1. Use a ruler to measure the side lengths of the rectangle in centimeters. Mark each centimeter with a point and connect the points to show the square units. Then, count the squares you drew to find the total area.

Total area: __________________________________

2. Use a ruler to measure the side lengths of the rectangle in inches. Mark each inch with a point and connect the points to show the square units. Then, count the squares you drew to find the total area.

Total area: __________________________________

3. Mariana uses square centimeter tiles to find the side lengths of the rectangle below. Label each side length. Then, count the tiles to find the total area.

Total area: __________________________________

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4. Each is 1 square centimeter. Saffron says that the side length of the rectangle below is

4 centimeters. Kevin says the side length is 5 centimeters. Who is correct? Explain how you know.

5. Use both square centimeter and square inch tiles to find the area of the rectangle below. Which works best? Explain why.

6. How does knowing side lengths A and B help you find side lengths C and D on the rectangle below?

A

B

C

D

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Name Date

1. Ella placed square centimeter tiles on the rectangle below, and then labeled the side lengths. What is the area of her rectangle?

Total area: __________________________________

2. Kyle uses square centimeter tiles to find the side lengths of the rectangle below. Label each side length. Then, count the tiles to find the total area.

Total area: __________________________________

3. Maura uses square inch tiles to find the side lengths of the rectangle below. Label each side length. Then, find the total area.

Total area: __________________________________

2 cm

4 cm

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4. Each square unit below is 1 square inch. Claire says that the side length of the rectangle below is 3 inches. Tyler says the side length is 5 inches. Who is correct? Explain how you know.

5. Label the unknown side lengths for the rectangle below, and then find the area. Explain how you used the lengths provided to find the unknown lengths and area.

Total area: __________________________________

2 inches

4 inches

_________________

_________________

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Lesson 5: Form rectangles by tiling with unit squares to make arrays.


Name Date

1. Use the centimeter side of a ruler to draw in the tiles, and then skip-count to find the unknown area. Write a multiplication sentence for each tiled rectangle.

3 cm

d. Area: 15 square centimeters.

_______ × _______ = _______

_______ × _______ = _______

5 cm

c. Area: 15 square centimeters.

_______ × _______ = _______

4 cm

a. Area: 24 square centimeters.

4 24

_______ × _______ = _______

6 cm

b. Area: 24 square centimeters.

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Lesson 5: Form rectangles by tiling with unit squares to make arrays.


2. Ally makes a rectangle with 45 square inch tiles. She arranges the tiles in 5 equal rows. How many square inch tiles are in each row? Use words, pictures, and numbers to support your answer.

3. Leon makes a rectangle with 36 square centimeter tiles. There are 4 equal rows of tiles.

a. How many tiles are in each row? Use words, pictures, and numbers to support your answer.

b. Can Leon arrange all of his 36 square centimeter tiles into 6 equal rows? Use words, pictures, and numbers to support your answer.

c. Do the rectangles in Parts (a) and (b) have the same total area? Explain how you know.

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Lesson 6: Draw rows and columns to determine the area of a rectangle given an incomplete array.


Name Date

1. Each represents 1 square centimeter. Draw to find the number of rows and columns in each array. Match it to its completed array. Then, fill in the blanks to make a true equation to find each array’s area.

b.

a.

c.

d.

e.

f.

_____ cm × _____ cm = _____ sq cm

_____ cm × _____ cm = _____ sq cm

_____ cm × _____ cm = _____ sq cm

_____ cm × _____ cm = _____ sq cm

_____ cm × _____ cm = _____ sq cm

_____ cm × _____ cm = _____ sq cm

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Lesson 7: Interpret area models to form rectangular arrays.

Name Date

1. Use a straight edge to draw a grid of equal size squares within the rectangle. Find and label the side lengths. Then, multiply the side lengths to find the area.

a. Area A:

____ units × ____ units = ____ square units

b. Area B:


c. Area C:


d. Area D:


e. Area E:

____ unit × ____ units = ____ square units

f. Area F:


A

C

B

D

E

F

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3 a story of units...includes fact fluency practice as well as a review of math concepts and skills....

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