Grade 3 FSA Mathematics Boot Camp Office of Academic Transformation Department of Mathematics

Operations & Algebraic Thinking (OA)

MAFS.3.OA.1.1 Sophia has a bookcase with 5 shelves. Each shelf has 4 books. How many books are in Sophia’s bookcase? 1 book 9 books 20 books 25 books

MAFS.3.OA.1.1 Mrs. Kelly planted 32 tulips in her rectangular-shaped garden. Which statements describe how Mrs. Kelly might have arranged her tulips? Select all that apply. Mrs. Kelly planted 4 rows of 6 tulips Mrs. Kelly planted 4 rows of 8 tulips. Mrs. Kelly planted 6 rows of 8 tulips. Mrs. Kelly planted 8 rows of 4 tulips. Mrs. Kelly planted 8 rows of 6 tulips. .

MAFS.3.OA.1.1 Write an equation that describes the following: A package of markers holds 4 rows of 6 markers. What is the total number of markers in the package? 4 X 6 = 24 markers

MAFS.3.OA.1.2 Ryan collected 36 buttons. She placed an equal number of buttons in 4 bags. How many buttons will be in each bag? *Grid Response can also be right justified.

MAFS.3.OA.1.2 15 friends are going to the fair on Saturday. Each car can hold 5 people. How many cars are needed to take all the friends to the fair? 15 ÷ 5 = 3 cars

MAFS.3.OA.1.2 Write a statement that can be represented by the equation 28 ÷ 7 = 4. Sample answer: Jenny has 28 apples and shares them among 7 friends. Each friend gets 4 apples.

18 ÷ 6 = 3 gummi bears in each group MAFS.3.OA.1.3 Sean has 18 gummi bears. He puts them in 6 equal groups. How many gummi bears will be in each group? 18 ÷ 6 = 3 gummi bears in each group

MAFS.3.OA.1.3 Write an equation to show how to solve the problem. Use n for the unknown number. Brenda bought two packages of animal crackers. She has 16 crackers in all. How many crackers are in each package? 16 ÷ 2 = n

MAFS.3.OA.1.3 Mr. Tanner bought treats for his coworkers in the office. The treats were in a container arranged in 3 rows of 5 treats. He ate 3 treats before he arrived at the office. How many treats did he bring into the office? 3 X 5 = 15 15 – 3 = 12 treats

MAFS.3.OA.1.4 What is the value of p? 7 X 7 = p p = 49

MAFS.3.OA.1.4 What is the value of m? 54 ÷ m = 9 m = 6

MAFS.3.OA.1.4 What is the value of r? 7 = r ÷ 8 r = 56

MAFS.3.OA.2.5 Write the multiplication equation shown by each array. 5 x 3 = 15 3 x 5 = 15

MAFS.3.OA.2.5 Use parentheses to show two ways to group the factors of the following equations. Then find the products. 2 x 3 x 5 = n Sample answers: (2 X 3) X 5 = n 2 X (3 X 5) = n (3 X 2) X 5 = n n = 30

MAFS.3.OA.2.5 Peter solved the following problem.  Find and describe his error. 7 x 8 = (4 x 8) + (4 x 8)       7 x 8 = 32 + 32 7 x 8 = 64 Peter broke apart the factor 7 as 4 plus 4, which equal 8. He could have broken apart the factor 7 as 5 plus 2 and multiplied each new factor by 8. 7 x 8 = (5 x 8) + (2 x 8)       7 x 8 = 40 + 16 7 x 8 = 56

MAFS.3.OA.2.6 Solve for the unknown number by using a multiplication equation. 48 ÷ g = 6 6 x g = 48    g = 8

MAFS.3.OA.2.6 Solve for the unknown number. 35 ÷ a = 7 7 x a = 35

MAFS.3.OA.2.6 Solve for the unknown number. 50 ÷ c = 5 5 x c = 50

MAFS.3.OA.3.7 Complete the table by finding the products for each expression. Expression Product 8 X 4 6 X 9 7 X 4 32 54 28

MAFS.3.OA.3.7 Look at the division sentences in each row of the table below. For each, division sentence, place an X in the column that shows a related multiplication sentence. 5 X n = 30 9 x 3 = n 10 X 10 = n 100 ÷ 10 = n 30 ÷ 5 = n n ÷ 9 = 3 X X X

MAFS.3.OA.3.7 List the factor pairs for the product 20. 1 X 20 2 X 10

MAFS.3.OA.4.8 Andre saved $30 from his allowance to buy gifts for his family members. His mother gave him $2 more. He has 4 family members. How much will he spend on each family member’s gift? $30 + $2 = $32 $32 ÷ 4 = n n = $8 on each gift

Her answer is reasonable. MAFS.3.OA.4.8 Lorna had $59 to spend at the craft store. She bought paints for $18 and markers for $19. She says she will receive about $20 in change. Is her answer reasonable? How do you know? Show your work. Her answer is reasonable. $59 is rounded to $60. $18 is rounded to $20. $19 is rounded to $20. $20 + $20 = $40 $60 - $40 = $20

MAFS.3.OA.4.8 Write a two-step word problem using the equation below. (28 – 4) ÷ 4 = y Sample answer: Nora had 28 crispy treats. She saved 4 for later. She shared the remaining treats among 4 of her friends. How many crispy treats did each friend get?

MAFS.3.OA.4.9 Using the multiplication table, describe how to find the multiples of 7. Find all the numbers in the same row or column as the shaded number 7.

MAFS.3.OA.4.9 Part of a multiplication table is shown. What is the pattern of the products in the row for the 5 factor?   1 2 3 4 5 6 7 8 9 10 12 15 18 21 24 27 30 16 20 28 32 36 40 25 35 45 50 42 48 54 60 The products are odd, even, odd, even, etc.

MAFS.3.OA.4.9 Describe the pattern in the table. Number of Lemons 1 2 6 Number of Servings 12 Sample answer: As the number of lemons increase by 1, the number of servings increase by 2.

Number & Operations in Base Ten (NBT)

MAFS.3.NBT.1.1 What is the value of 990 rounded to the nearest hundred? *Grid Response can also be left justified.

MAFS.3.NBT.1.1 Round each number to the nearest ten and nearest hundred. Original Number Rounded to Nearest Ten Nearest Hundred 146   497 56 150 100 500 500 60 100

MAFS.3.NBT.1.1 Which numbers, when rounded to the nearest ten, will not equal 130? Select all that apply. 120 125 132 135 137

MAFS.3.NBT.1.2 Find the difference. Show how you checked your work.

MAFS.3.NBT.1.2 Find the sum. Explain the method used to find the sum. I regrouped the ones and added the regrouped tens. I regrouped the tens and added the regrouped hundreds. My answer is 811.

Ernie did not regroup the tens. MAFS.3.NBT.1.2 Ernie’s answer to the subtraction problem does not match the answer on the board. Help Ernie find his error. Ernie did not regroup the tens.

MAFS.3.NBT.1.3 Look at the expression in each row of the table below. For each, expression, place an X in the column that shows its product. Expression 360 120 2 X 60   3 X 40 4 X 90 6 X 60 9 X 40 X X X X X

MAFS.3.NBT.1.3 Michael’s has 10 craft tables in the craft room. There are 4 participants at each table. Each participant has 5 pieces of patterned paper. How many pieces of patterned paper are at each table? 20 pieces 40 pieces 50 pieces 200 pieces

MAFS.3.NBT.1.3 Perry bought 2 packages of colored paper. If he had 160 sheets of colored paper all together, how many sheets came in each package? 2 X n = 160 n = 80

Number & Operations - Fractions (NF)

MAFS.3.NF.1.1 & G.1.2 Use the following shapes to show 2 4 shaded.

MAFS.3.NF.1.1 & G.1.2 Create a visual model for 𝟏𝟎 𝟒 which shows that each part represents 𝟏 𝟒 of the whole. A-NF.1.1/NC-G.1.2

MAFS.3.NF.1.2a Select YES or NO to tell if the fraction is represented by the total length marked on the number line. Fraction YES NO 1 2 2 3 3 4 4 6 6 8 X X X X X

MAFS.3.NF.1.2b What fraction is represented by the total length marked on the number line? *Grid Response can also be right justified.

MAFS.3.NF.1.2b Name the point represented on the number line below. Select three that apply. a. 12 8 c. 14 8 e. 1 1 2 b. 1 4 8 d. 1 3 4

MAFS.3.NF.1.3b Part A: Generate a fraction that is equivalent to 𝟑 𝟔 . Part B: Explain why the two fractions are equivalent. 𝟑 𝟔 and 𝟏 𝟐 are equivalent fractions because they name the same part of the whole.

MAFS.3.NF.1.3c Which model represents 𝟒 𝟏 ? a. b. c. d.

MAFS.3.NF.1.3d Use >, <, or = to compare the fraction models. < Explain your answer. Sample answer: 𝟏 𝟒 is less than 𝟏 𝟑 . The larger the denominator the smaller the part. Fourths is less than thirds.

Measurement & Data (MD)

MAFS.3.MD.1.1 Rudy started studying for her Fractions test at 1:14 P.M. She finished at 1:57 P.M. How many minutes did Rudy study? 43 minutes

MAFS.3.MD.1.1 Bertha rode her bike with her friends for 27 minutes. Her bike ride ended at 5:51. At what time did she and her friends begin their bike ride? Quarter to six Twenty-four minutes after five 5:35 5:24 Nineteen minutes after five

MAFS.3.MD.1.1 Juan and his family decided to see the whale show at the aquarium. The clock below shows the time the family found their seats.   Part A: The show began 18 minutes after the family found their seats. At what time did the whale show begin? Part B: The whale show lasted for 38 minutes. At what time did the show end? 11:32 12:10

MAFS.3.MD.1.2 During Jump Rope for Heart day, Ms. Bosworth’s third grade students drank 8 two-liter bottles of water. How many liters did her students drink during the event? *Grid Response can also be right justified.

MAFS.3.MD.1.2 Timothy and Sharon each have a pet pig. Timothy’s pig has a mass of 24 kilograms and Sharon’s pig has a mass of 22 kilograms. What is the total mass of the pet pigs? 24 + 22 = 46 kilograms

MAFS.3.MD.1.2 Mr. Barber bought three small bags of pasta. Each bag had a mass of 26 grams. About how many grams of pasta did Mr. Barber purchase? About 90 grams of pasta

Number of Student Votes MAFS.3.MD.2.3 Part A: Use the information provided to create a bar graph. Make a scale from 0 to 10 and mark the scale by twos. Type of Sandwich Number of Student Votes Ham 8 Tuna 6 Peanut Butter and Jelly 9 Turkey 4

MAFS.3.MD.2.3 Part B: Using your bar graph, tell how many more students voted for Ham and Tuna sandwiches combined than Turkey sandwiches? 10 more students

MAFS.3.MD.2.3 Coach Miranda is creating a bar graph to show the number of points each player on the basketball team scored in last night’s game. The team scored a total of 25 points. Complete the bar graph to show the number of points scored by Andrew.

MAFS.3.MD.2.3 Part A: Javon took a survey of the third grade classes’ favorite pizza topping. Use your grid paper to create a bar graph with the data from the frequency table. Determine the appropriate scale for the graph. Type of Pizza Topping Number of Votes Mushrooms 8 Pepperoni 16 Sausage 20 Green Peppers 4 Pineapple & Ham All parts of the bar graph should be labeled and there should be a scale counting by increments of 4. Part B: What conclusion can you determine from your bar graph? Sample answer: More students like Sausage than Mushrooms and Green Peppers combined.

MAFS.3.MD.2.4 Which classroom object would not be one of the objects measured according to the line plot? a. c. d. b.

MAFS.3.MD.2.4 Length in Inches Number of Flowers 2  1 2 1 4 2 1 2 2 3 4 4 3 1 Using the data in the chart, create a line plot with an appropriate horizontal scale. Sample answer:

MAFS.3.MD.3.5b & 3.6 Mrs. Burns would like to redo the floor of the laundry room with tiles. The picture below shows the area of the laundry room. Select YES or NO to tell the total area of the laundry room. Total Area YES NO 55 square feet 56 square feet 57 square feet 58 square feet X X X X

MAFS.3.MD.3.5b & 3.6 Mrs. Bobwinkle wanted to paper the class bulletin board for Spring. What does Mrs. Bobwinkle need to do to know how much paper she needs to buy for her bulletin board? Mrs. Bobwinkle needs to find the area of her bulletin board. Mrs. Bobwinkle needs to find one side width of her bulletin board. Mrs. Bobwinkle needs to find the perimeter of her bulletin board. Mrs. Bobwinkle needs to find one side length of her bulletin board.

MAFS.3.MD.3.7a 63 stickers 7 X 9 = 63 Area = 63 square feet Jonathan did not like the cover of his composition book. He wanted to cover the book with 1-inch square basketball stickers. How many stickers will he need if the stickers do not overlap? 63 stickers What is the area of his composition book? 7 X 9 = 63 Area = 63 square feet

MAFS.3.MD.3.7b Jerry misplaced the envelope to a card he would like to send his mom. The card has side lengths of 6 and 7 centimeters. What is the area of the envelope needed for the card? 42 sq. cm.

MAFS.3.MD.3.7c Evelyn bedroom rug is shown below. Each square has an area of 1 square inch. Find the area of Evelyn’s bedroom rug by using the shaded model shown. (4 X 4) + (4 X 2) = 24 sq. ft.

MAFS.3.MD.3.7d Leon needs to put soil in his flower bed. What is the total area of the flower bed? (2 X 7) + (5 X 3) or (7 X 3) + (4 X 2) 14 + 15 21 + 8 Total Area = 29 square feet

MAFS.3.MD.4.8 Petunia wanted to fence a play yard for her miniature pet pig with a perimeter of 15 feet. She forgot to measure one side of the play yard. What is the measurement of the missing side? Perimeter = m + 4 + 2 + 2 + 4 m = 3 feet

MAFS.3.MD.4.8 Tom and Lisa are both building a vegetable garden in their back yards. Below are the measurements of each vegetable garden. Which statement is true about these figures? The perimeters and the areas are the same. The areas are the same, but the perimeters are different. The perimeters are the same, but the areas are different. The areas and the perimeters are different.

MAFS.3.MD.4.8 The conservationists were putting up a barrier to protect the turtle eggs on the beach. Two volunteers were both given 20 feet of netting. When the barriers were complete, each had a different area. What are the possible measurements of the side lengths for each barrier? Possible measurements:

Geometry (G)

Quadrilaterals with Opposite Sides of Equal Length MAFS.3.G.1.1 Look at the quadrilaterals below. Sort the quadrilaterals and label the missing category. ? Quadrilaterals with Opposite Sides of Equal Length

MAFS.3.G.1.1 Draw a quadrilateral that does not belong in to the categories of rhombuses, rectangles, and squares.

MAFS.3.G.1.1 Which of the following polygons belong in the category of Quadrilaterals with Right Angles? c. b. d.

MAFS.3.G.1.1 Select all that apply. A square is also a rectangle because: 4 right angles 1 pair of sides that are the same distance apart and never meet 2 pairs of sides that are the same distance apart and never meet 4 angles less than a right angle it has 2 pairs of opposites sided that are of equal length