4th Edition

         
Common Core Aligned

F ra c t i o n s &
Mu l t ip li c a t ion
St rate gie s ne d li g
i e w Pa c k e t A
« Re v s s e s s m e n t
to Uni t 5 A
K e y I n c l u d e d
« An swe r

By Read, Write, Grow

Name: _____________________________________________________________ Date: _________________

EVERYDAY MATHEMATICS—3rd Grade

Unit 5 Review: Fractions and Multiplication Strategies

1) Use your fraction circle pieces to complete the table.

Picture Words Number

Example:
The whole is
the red piece.
six-eighths
g
The whole is
the pink piece.

The whole is the

light blue piece.

The whole is the

one-fourth
__________ piece.

©2015 Read, Write, Grow

 Unit 5 Review (continued)
2) Drew turns over these two cards during
a game of Fraction Memory.

He thinks he found a pair of equivalent

fractions.

a. Do you agree?
Explain your thinking.

_________________________________________________________________________________

_________________________________________________________________________________
b. Use your fraction cards to find a different pair of equivalent fractions.
Record your two fractions on the lines below.

__________ = __________

3) Complete the table of 3s multiplication facts below.

Fact Product

1X3

2X3

3X3

4X3

What patterns do you notice in the products?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

©2015 Read, Write, Grow

 Unit 5 Review (continued)
4) For each fact below:
• Record a helper fact.
• Use your helper fact and either add or subtract a group
• Use words, numbers, or pictures to show your thinking.
• Write the product.

a. 4X6=?

Helper fact: __________ X __________ = __________

How I can use the helper fact:

4 X 6 = ___________

b. 8X4=?

Helper fact: __________ X __________ = __________

How I can use the helper fact:

8 X 4 = ___________

5) Mason is playing a round of Salute! The dealer says 18. His partner has a 9 on his
forehead.

a. What number does Mason have? __________

b. Write a multiplication number sentence and a division number sentence for this
problem.

__________________________________ ______________________________

c. How do your number sentences show the same Salute! round?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

©2015 Read, Write, Grow

 Unit 5 Review (continued)
6) Divide the square below into 4 equal-size parts.
Shade and label one part with a fraction.

9  
7) Owen is trying to solve 7 X 9.
5   4  
He sketches a rectangle to help him think about 7      
how to break apart the numbers so that the fact is
easier to solve. Here is his sketch: 7  X  5   7  X  4  
Use numbers or words to explain how Owen can
use his sketch to solve 7 X 9.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

7 X 9 = __________

8) Ava and Olivia are working together to solve 8 X 9.

Ava says: “I think 8 X 8 will work as our helper fact.”

Olivia says: “I think 9 X 9 will work as our helper fact.”

With whom do you agree? Explain.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

©2015 Read, Write, Grow

Name: _____________________________________________________________ Date: _________________

EVERYDAY MATHEMATICS—3rd Grade

Unit 5 Challenge Review
1) Explain two different ways you could use doubling to solve 8 X 4 = ?.
You may draw rectangles to help.

a. One way:

Helper fact: __________ X ___________ = __________

How I did it:

__________________________________________________________________________________

__________________________________________________________________________________

b. Another way:

Helper fact: __________ X ___________ = __________

How I did it:

__________________________________________________________________________________

__________________________________________________________________________________
©2015 Read, Write, Grow
 Unit 5 Challenge Review (continued)

2) Jack is trying to solve 7 X 8 = ?.

He sketches a rectangle with side lengths of 7 and 8 to help him think about how he
could break it apart to make it easier to solve. 8
a. Show one way Jack could break his
rectangle apart.

Record number models to show how

he can use pieces to solve 7 X 8.

__________________________________________________________________________________

__________________________________________________________________________________
8
b. Show another way Jack could break
his rectangle apart.

Record number models to show how

he can use the pieces to solve 7 X 8.

__________________________________________________________________________________

__________________________________________________________________________________
8
c. Suppose Jack wants to break his
rectangle into 3 parts.
Show one way he could do this.

Record number models to show how

he can use the pieces to solve 7 X 8.

__________________________________________________________________________________

__________________________________________________________________________________
Name: _____________________________________________________________ Date: _________________

EVERYDAY MATHEMATICS—3rd Grade

Unit 5 Open Response Review
Using Multiplication Facts Strategies
Sydney is learning how to use more efficient strategies for multiplication.
She learned about adding or subtracting a group, doubling, and near squares.

She used the adding-a-group strategy to solve 6 X 9 = ?. She explained:

“I will use the helper fact 5 X 9. I know that 5 X 9 =45.

I can add one more group of 9 to 45 to get 54.
I now have 6 groups of 9, so I know 6 X 9 = 54.”

1) Use a picture to show how Sydney solved the problem

Explain how your picture matches Sydney’s explanation.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

©2015 Read, Write, Grow

Unit 5 Open Response Review (continued)
2) Choose at least one other efficient multiplication strategy, such as doubling or near
squares, to solve 6 X 9 = ?.
Use pictures and words to show how you solved the problem.

(Hint: What helper fact can you use?)

©2015 Read, Write, Grow

 *ANSWER KEY*
Name: _____________________________________________________________ Date: _________________

EVERYDAY MATHEMATICS—3rd Grade

Unit 5 Review: Fractions and Multiplication Strategies

1) Use your fraction circle pieces to complete the table.

Picture Words Number

Example:
The whole is
the red piece.
six-eighths
g
The whole is
the pink piece. one-half A
The whole is the
light blue piece. one-third
C
The whole is the
red
__________ piece.
one-fourth F

©2015 Read, Write, Grow

 Unit 5 Review (continued) *ANSWER KEY*
2) Drew turns over these two cards during
a game of Fraction Memory.

He thinks he found a pair of equivalent

fractions.

a. Do you agree?
Explain your thinking.
Possible answer: Yes. The shaded area of each circle on the cards is the
_________________________________________________________________________________

same size.
_________________________________________________________________________________
b. Use your fraction cards to find a different pair of equivalent fractions.
Record your two fractions on the lines below.

C P
__________ = __________
Answers will vary.

3) Complete the table of 3s multiplication facts below.

Fact Product

1X3 3

2X3 6

3X3 9

4X3 12

What patterns do you notice in the products?

Possible answer: The product switches between even and odd. The
_________________________________________________________________________________
products increase by 3 each time.
_________________________________________________________________________________

_________________________________________________________________________________

©2015 Read, Write, Grow

 Unit 5 Review (continued) *ANSWER KEY*
4) For each fact below:
• Record a helper fact.
• Use your helper fact and either add or subtract a group
• Use words, numbers, or pictures to show your thinking.
• Write the product.

a. 4X6=? Possible answer:

3
Helper fact: __________ 6
X __________ 18
= __________

How I can use the helper fact:

Possible answer: I start with 18 and add 1
group of 6 to get 18 + 6 = 24.

24
4 X 6 = ___________

b. 8X4=? Possible answer:

8
Helper fact: __________ 5
X __________ 40
= __________

How I can use the helper fact:

Possible answer: I know 8 X 5 is 40. I took away 1
group of 8 to get 32.

32
8 X 4 = ___________

5) Mason is playing a round of Salute! The dealer says 18. His partner has a 9 on his
forehead.

a. What number does Mason have? __________

2

b. Write a multiplication number sentence and a division number sentence for this
problem.
9 X 2 = 18
__________________________________ 18 ÷ 9 = 2
______________________________

c. How do your number sentences show the same Salute! round?

Possible answer: I can think multiplication and ask, “9 times what number is
_________________________________________________________________________________
18?” I can also think division and ask, “How many groups of 9 are in 18?” I
_________________________________________________________________________________

get the same answer both ways.

_________________________________________________________________________________

©2015 Read, Write, Grow

 Unit 5 Review (continued) *ANSWER KEY*
6) Divide the square below into 4 equal-size parts.
Shade and label one part with a fraction.

9  
7) Owen is trying to solve 7 X 9.
5   4  
He sketches a rectangle to help him think about 7      
how to break apart the numbers so that the fact is
easier to solve. Here is his sketch: 7  X  5   7  X  4  
Use numbers or words to explain how Owen can
use his sketch to solve 7 X 9.
Possible answer: Owen’s rectangle is in two pieces. The first rectangle
_________________________________________________________________________________
shows 7 X 5 = 35. The second rectangle shows 7 X 4 = 28. So the total is 35
_________________________________________________________________________________

+ 28 = 63.
_________________________________________________________________________________

63
7 X 9 = __________

8) Ava and Olivia are working together to solve 8 X 9.

Ava says: “I think 8 X 8 will work as our helper fact.”

Olivia says: “I think 9 X 9 will work as our helper fact.”

With whom do you agree? Explain.

Possible answer: I agree with Ava because she can add a group of 8 to 8 X 8
_________________________________________________________________________________
to solve 8 X 9 because of the turn-around rule. I agree with Olivia because
_________________________________________________________________________________
she can subtract a group of 9 to get the answer to 8 X 9. I agree with both
_________________________________________________________________________________
Ava and Olivia because 8 X 9 is a near-squares fact for 8 X 8 and 9 X 9, so
they can either add or subtract a group to get the answer.
©2015 Read, Write, Grow
 *ANSWER KEY*
Name: _____________________________________________________________ Date: _________________

EVERYDAY MATHEMATICS—3rd Grade

Unit 5 Challenge Review
1) Explain two different ways you could use doubling to solve 8 X 4 = ?.
You may draw rectangles to help.
Answers will vary. Possible number
models and explanations:
a. One way:

4
Helper fact: __________ 4
X ___________ 16
= __________

How I did it:

8

4 4
4
4X4 4X4

I started with 4 X 4 = 16 and doubled it. 16 + 16 = 32, so 8 X 4 = 32.

__________________________________________________________________________________

__________________________________________________________________________________

b. Another way:
8
Helper fact: __________ 2
X ___________ 16
= __________

How I did it:

8

2 2X8
4
2 2X8

I started with 8 X 2 = 16 and doubled it. 16 + 16 = 32, so 8 X 4 = 32.

__________________________________________________________________________________

__________________________________________________________________________________
©2015 Read, Write, Grow
 Unit 5 Challenge Review (continued) *ANSWER KEY*
2) Jack is trying to solve 7 X 8 = ?. Answers will vary. Possible answers:
He sketches a rectangle with side lengths of 7 and 8 to help him think about how he
could break it apart to make it easier to solve. 8
a. Show one way Jack could break his
rectangle apart.
3 5
7
7X3 7X5

Record number models to show how

he can use pieces to solve 7 X 8.

7 X 3 = 21, 7 X 5 = 35, 21 + 35 = 56
__________________________________________________________________________________

__________________________________________________________________________________
8
b. Show another way Jack could break
his rectangle apart. 5

7 8X5

Record number models to show how 2

he can use the pieces to solve 7 X 8. 8X2

8 X 5 = 40, 8 X 2 = 16, 40 + 16 = 56
__________________________________________________________________________________

__________________________________________________________________________________
8
c. Suppose Jack wants to break his
rectangle into 3 parts.
Show one way he could do this.
7X2
7X2

4
7
7X4
Record number models to show how
2
2

he can use the pieces to solve 7 X 8.

7 X 2 = 14, 7 X 2 = 14, 7 X 4 = 28, 14 + 14 + 28 = 56
__________________________________________________________________________________

__________________________________________________________________________________
 *ANSWER KEY*
Name: _____________________________________________________________ Date: _________________

EVERYDAY MATHEMATICS—3rd Grade

Unit 5 Open Response Review
Using Multiplication Facts Strategies
Sydney is learning how to use more efficient strategies for multiplication.
She learned about adding or subtracting a group, doubling, and near squares.

She used the adding-a-group strategy to solve 6 X 9 = ?. She explained:

“I will use the helper fact 5 X 9. I know that 5 X 9 =45.

I can add one more group of 9 to 45 to get 54.
I now have 6 groups of 9, so I know 6 X 9 = 54.”

1) Use a picture to show how Sydney solved the problem

Explain how your picture matches Sydney’s explanation.

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 X X X X
X X X X X X X X X 5 X 9 = 45

X X X X X X X X X 9

45 + 9 = 54

Possible answer: I drew an array to show that I know 5 X 9 = 45, like Sydney. Then
______________________________________________________________________________________
I added one more row of 9 to the array because Sydney added one more
______________________________________________________________________________________

group of 9. Now my array shows that 6 groups of 9 equals 54, like Sydney said.
______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

©2015 Read, Write, Grow

Unit 5 Open Response Review (continued) *ANSWER KEY*
2) Choose at least one other efficient multiplication strategy, such as doubling or near
squares, to solve 6 X 9 = ?.
Use pictures and words to show how you solved the problem.

(Hint: What helper fact can you use?)

Answers will vary.

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 X X X X
X X X X X X X X X
X X X X X X X X X
3 X 9 = 27 3 X 9 = 27

Possible answer: I knew 3 X 9 = 27, so I doubled the product. 27 + 27 is 54, so I

know 6 X 9 = 54.

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 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
6 X 10 = 60 60 – 6 = 54
Possible answer: I know 6 X 10 is 60, so I took away one group of 6. 60 – 6 = 54.

©2015 Read, Write, Grow

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