Grade 3

Version 4
EDM
Everyday Math:

Unit
Operations
.

Study
Guide
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Name: ___________________ Test Date: ___ - ___ - ___

Grade 3

Everyday Math: Unit

Operations .

Study Guide

Unit Vocabulary:
adding a group, area, close-but-easier numbers, column addition, counting up,
equivalent, estimate, expand-and-trade subtraction, expanded form, expression,
factors, facts table, function machine, helper fact, input, key, Multiplication/Division
Facts Table, multiplication squares, name-collection box, open number line, output,
partial-sums addition, partition, picture graph, precisely, reasonable, rubric, rule,
scaled bar graph, scaled picture graph, square product, square units, subtracting
a group, tile, turn-around rule, “What’s My Rule?”
Lesson 3.1:
How do you find missing numbers and rules in “What’s My Rule?” tables?

7   10   2  

7   7   12   4  

2   20  

16   52  

35   37  

Lesson 3.2:
How do you use mental math to make reasonable estimates?
Use rounding to estimate and then solve. Then, use your estimates to check if your
answers make sense. Show your work.

1. Estimate: _________________________ 2. Estimate: _________________ .

174 282
+ 37 - 75

Does your answer make sense? Explain below. Does your answer make sense? Explain below.

Pg. 1
Lesson 3.3:
How do you use the partial-sums addition algorithm to add 2-digit and 3-digit numbers?

Solve both addition problems using partial sums. Use your estimates to make sure your
answers make sense.

1. Estimate: _________________________ 2. Estimate: _________________________

237 277
+ 91 + 304

Lesson 3.4:
How do you use the column addition algorithm to find sums?
Solve using column addition. Use your estimate to make sure your answer makes sense.

Estimate: _______________________

98 + 36 = _______

Pg. 2
Lesson 3.5:
How do you solve subtraction problems using the counting-up strategy?
Solve the problem. Use an open number line or a number sentence to show your
work. Use your estimate to check your work.

742 – 537 = ?

Estimate: _______________________

742- 537 = _______

Lesson 3.6:
How do you use the expand-and-trade subtraction algorithm to subtract 2- and 3- digit numbers?
The expand-and-trade subtraction algorithm was used to find the exact answer;
however, the exact answer doesn’t match up with the estimate! Explain why.

116 - 37 = ?

Estimate: 120 – 40 = 80 Explain: __________________________________

100
0 16 __________________________________________
116 100 +10 + 6
- 37 30 + 7 __________________________________________

100 +70 + 9 = 179

Pg. 3
Lesson 3.7: Favorite Ice Cream Flavors of 3rd Graders
Exploration A: How do you create a scaled bar graph?

Number of 3rd Graders

Favorite Ice Cream Flavors of 3rd Graders
Chocolate Vanilla Strawberry Other

55 45 20 35

Use the chart to fill in the scale of the bar graph.

Chocolate Vanilla Strawberry Other

Exploration B: How do you measure area?

Fill in the blanks:
The amount of surface inside a 2-dimensional shape is called the ____________________.
The number of squares that cover the surface is a measurement of the area in

____________ ____________

Exploration C: How do you partition rectangles into equal parts to find the area?

Partition the rectangle into 2 rows with

3 same sized squares in each row.

Pg. 4
Lesson 3.8:
How do you create a scaled picture graph?
Use the tally chart and the key to complete the picture graph.
Ways 3rd Graders Get to School

Ways to School Number of Children Ways 3rd Graders Get to School

Car 555555 Car

Bus 555555555 Bus

Walk 555 Walk

Key = 5 children

Lesson 3.9:
How do you find the products of multiplication squares?

Write a number sentence to match the array.

Number sentence: ______________________

Does the problem show a multiplication square? __________ Why or why not? __________

_________________________________________________________________________________ Pg. 5
Lesson 3.10:
How does knowing one multiplication fact help with knowing its turn-around fact?

1. Use the turn-around rule to solve and draw arrays for each fact.

4 X 7 = _____ 7 X 4 = _____ _____________ True or False?

The number of dots are the same
in each array. So, the array just
turned but the product is the same.

Lesson 3.11:
How does the adding-a-group strategy help to solve unknown multiplication facts?

Fred does not know the answer to 3 X 7.

He does know that 2 X 7 = 14, so he uses it as a helper fact.
Fred starts by drawing this array for 2 X 7 = 14.

Show on the array and explain how Fred can use the array to help him figure out 3 X 7.
___________________________________________________________________________________
__________________________________________________________
_________________________________________________________ Pg. 6
Lesson 3.12:
How do you use the subtracting-a-group strategy to help solve unknown multiplication facts?
Tina uses the subtracting-a-group strategy with 10 X 4 to help her figure out 8 X 4.
Use numbers, pictures, or words to explain what Tina did.

8 X 4 = _____

Lesson 3.13: (CC.2.1.3.B.1, CC.2.2.3.A.3)

How do you generate equivalent names for numbers using all four operations?

Two of the names do not belong in this box. Cross them out. Then write the name of
the box on the tag.
100 ÷ 2
25 x 2
(The minutes)
10 X 10
QDDN
2 quarters
fifty 55555555555 Pg. 7
Answer
Key
 Answer Key
Name: ___________________ Test Date: ___ - ___ - ___

Grade 3

Everyday Math: Unit

Operations .

Study Guide

Unit Vocabulary:
adding a group, area, close-but-easier numbers, column addition, counting up,
equivalent, estimate, expand-and-trade subtraction, expanded form, expression,
factors, facts table, function machine, helper fact, input, key, Multiplication/Division
Facts Table, multiplication squares, name-collection box, open number line, output,
partial-sums addition, partition, picture graph, precisely, reasonable, rubric, rule,
scaled bar graph, scaled picture graph, square product, square units, subtracting
a group, tile, turn-around rule, “What’s My Rule?”
Lesson 3.1:
How do you find missing numbers and rules in “What’s My Rule?” tables?

7   14 10   2  

7   0 7   Subtract 8
12   4  

2   9 20   12
16   23 60 52  

28 35   45 37  

Answers will vary Answers will vary

Lesson 3.2:
How do you use mental math to make reasonable estimates?
Use rounding to estimate and then solve. Then, use your estimates to check if your
answers make sense. Show your work.

Sample answer: 170 + 40= 210

1. Estimate: _________________________ 2. Estimate: Sample answer: 280
_________________ - 75= 205 .

174 282
+ 37 - 75
211 207
Does your answer make sense? Explain below. Does your answer make sense? Explain below.

Sample answer: Yes, because my estimate Sample answer: Yes, because my estimate
is 170 + 40 = 210, which is close to 211. is 280 - 75 = 205, which is close to 207.
Pg. 1
Lesson 3.3:
How do you use the partial-sums addition algorithm to add 2-digit and 3-digit numbers?

Solve both addition problems using partial sums. Use your estimates to make sure your
answers make sense. Sample answers:

240 + 90 = 330
1. Estimate: _________________________ 280 + 305 = 585
2. Estimate: _________________________
237 277
+ 91 + 304
200 500
120 70
8 1 1
328 588
Lesson 3.4:
How do you use the column addition algorithm to find sums?
Solve using column addition. Use your estimate to make sure your answer makes sense.

    9 8
+ 3 6
Sample answer: 100 + 35 = 135
Estimate: _______________________ 12 14
13 4
98 + 36 = _______
134
1 3 4

Pg. 2
Lesson 3.5:
How do you solve subtraction problems using the counting-up strategy?
Solve the problem. Use an open number line or a number sentence to show your
work. Use your estimate to check your work.

742 – 537 = ?

Sample answer: 740 – 540

Estimate: _______________________ = 200

205
742- 537 = _______

Lesson 3.6:
How do you use the expand-and-trade subtraction algorithm to subtract 2- and 3- digit numbers?
The expand-and-trade subtraction algorithm was used to find the exact answer;
however, the exact answer doesn’t match up with the estimate! Explain why.

116 - 37 = ?

Estimate: 120 – 40 = 80 Sample answer: The kid needed to

Explain: __________________________________
100 Cross off 100 and write 0 because she/he
0 16 __________________________________________
116 100 +10 + 6 took away a hundred and put it in the
- 37 30 + 7 __________________________________________
tens spot to change 0 to 100.
100 +70 + 9 = 179
Pg. 3
Lesson 3.7: 60
Favorite Ice Cream Flavors of 3rd Graders
Exploration A: How do you create a scaled bar graph?
50

Number of 3rd Graders

Favorite Ice Cream Flavors of 3rd Graders
40
Chocolate Vanilla Strawberry Other
30
55 45 20 35 20
10
Use the chart to fill in the scale of the bar graph. 0
Chocolate Vanilla Strawberry Other

Exploration B: How do you measure area?

Fill in the blanks:
area
The amount of surface inside a 2-dimensional shape is called the ____________________.
The number of squares that cover the surface is a measurement of the area in

Square ____________
____________ units
Exploration C: How do you partition rectangles into equal parts to find the area?

Partition the rectangle into 2 rows with

3 same sized squares in each row.

Pg. 4
Lesson 3.8:
How do you create a scaled picture graph?
Use the tally chart and the key to complete the picture graph.
Ways 3rd Graders Get to School

Ways to School Number of Children Ways 3rd Graders Get to School

Car 555555 Car

Bus 555555555 Bus

Walk 555 Walk

Key = 5 children

Lesson 3.9:
How do you find the products of multiplication squares?

Write a number sentence to match the array.

4 x 3 = 12
Number sentence: ______________________

No
Does the problem show a multiplication square? __________ Why or why not? __________

The two factors are not the same.

_________________________________________________________________________________ Pg. 5
Lesson 3.10:
How does knowing one multiplication fact help with knowing its turn-around fact?

1. Use the turn-around rule to solve and draw arrays for each fact.

28
4 X 7 = _____ 28
7 X 4 = _____ True True or False?
_____________
The number of dots are the same
in each array. So, the array just
turned but the product is the same.

Lesson 3.11:
How does the adding-a-group strategy help to solve unknown multiplication facts?

Fred does not know the answer to 3 X 7.

He does know that 2 X 7 = 14, so he uses it as a helper fact.
Fred starts by drawing this array for 2 X 7 = 14.

Show on the array and explain how Fred can use the array to help him figure out 3 X 7.
Sample answer: He drew an array for 2 x 7 and knew
___________________________________________________________________________________
it was 14. To figure out 3 x 7, he can add one more
__________________________________________________________
row of 7 dots. 14 + 7 = 21.
_________________________________________________________ Pg. 6
Lesson 3.12:
How do you use the subtracting-a-group strategy to help solve unknown multiplication facts?
Tina uses the subtracting-a-group strategy with 10 X 4 to help her figure out 8 X 4.
Use numbers, pictures, or words to explain what Tina did.

Sample answers: Since 8 groups of 4 is

two fewer than 10
groups of 4, Tina can
start from 40 and take
away 2 groups of 4.
40-8= 32.
32
8 X 4 = _____

Lesson 3.13:
How do you generate equivalent names for numbers using all four operations?

Two of the names do not belong in this box. Cross them out. Then write the name of
the box on the tag.
100 ÷ 2
25 x 2
(The minutes)
10 X 10
QDDN
2 quarters
fifty 55555555555 Pg. 7