Mathables Sample - Grade 3

MATH FOLD-N-SORT TEMPLATES WITH JOURNAL IDEAS (GRADE 3)

BOOKLET INCLUDES: •

Mathables® by Benchmark Templates

•

Journal questions for each Mathables® by Benchmark Template

•

Fold-n-sort template with instructions

•

Answer key

The Mathables® by Benchmark are fold-n-sort templates with journal questions designed specifically to build depth of knowledge on grade-leveled Common Core State Standards (CCSS) mathematical concepts. The Mathables require students to problem solve, reason, provide proof, and make connections to the benchmarks, ultimately building depth of knowledge.

Mathables® Booklet (Grade 3) Publisher: J & J Educational Bootcamp Content Development: J & J Educational Bootcamp Copyright © 2024 by J & J Educational Bootcamp J & J Educational Bootcamp Sunrise, Florida 33351

All rights reserved. This publication may be reproduced for classroom use only.

Copying is strictly prohibited by law.

Page 1

MATH FOLD-N-SORT TEMPLATES WITH JOURNAL IDEAS MATERIALS: •

• • • • •

Mathables® by Benchmark (to be printed front and back) Standard-sized colored paper Scissors Glue sticks Student journals Sticky Notes (3 in × 3 in)

DIRECTIONS: •

To make copies of the Mathables® by Benchmark, carefully place the sheets in the document feeder to ensure proper alignment. It's important to position the papers neatly, making sure the edges are even, to avoid misaligned copies. Ensure the Mathables® are copied front and back for each student or group, maintaining the correct orientation on both sides.

•

Provide each student with standard-sized colored paper, glue stick, scissors, and a journal.

•

The recommended foldable template for each Mathables® by Benchmark can be found on the page preceding the Mathables® by Benchmark template.

•

Use the standard-sized colored paper to fold and cut as directed by the suggested foldable, following the cut lines indicated on the Mathables® template.

•

The completed foldable notes should be glued to the input (left) side of the journal.

•

Students should answer the Mathables® prompts as listed.

•

If additional space is needed for answers, students can use sticky notes to continue solving or providing explanations.

•

There are three journal questions to choose from. Teachers can select one or more and have students write each question on the right side of their journal, leaving space below each for their responses.

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MATH FOLD-N-SORT TEMPLATES WITH JOURNAL IDEAS Diagram indicating where to place bordered cut-outs.

A Outside Cover

B Inside Cover

C Inside Base

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Page 3

CCSS Code MA.3.NSO.1.1 MA.3.NSO.1.2 MA.3.NSO.1.3 MA.3.NSO.1.4 MA.3.NSO.2.1 MA.3.NSO.2.2 MA.3.NSO.2.3 MA.3.NSO.2.4 MA.3.FR.1.1 MA.3.FR.1.2 MA.3.FR.1.3 MA.3.FR.2.1 MA.3.FR.2.2 MA.3.AR.1.1 MA.3.AR.1.2 MA.3.AR.2.1 MA.3.AR.2.2 MA.3.AR.2.3 MA.3.AR.3.1 MA.3.AR.3.2 MA.3.AR.3.3 MA.3.MD.1.1 MA.3.MD.1.2 MA.3.MD.2.1 MA.3.MD.2.2 MA.3.GR.1.1 MA.3.GR.1.2 MA.3.GR.1.3 MA.3.GR.2.1 MA.3.GR.2.2 MA.3.GR.2.3 MA.3.GR.2.4 MA.3.DP.1.1 MA.3.DP.1.2

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® ACTIVITY

MATHABLES

Reading and Writing Numbers Composing and Decomposing Numbers Plotting, Comparing, and Ordering Whole Numbers Using Place Value to Round Numbers Using Place Value to Add and Subtract Solving Multiplication and Division Multiplying Multiples of 10 and 100 Multiplying and Dividing Whole Numbers Finding Parts of a Whole Decomposing Fractions Into Unit Fractions Reading and Writing Fractions Plotting, Ordering, and Comparing Fractions Finding Equivalent Fractions Using Properties of Multiplication Solving Two-Step World Problems Relating Multiplication and Division Evaluating Equations Finding Unknown Factors Identifying Even and Odd Numbers Determining Multiples Identifying Patterns Measuring Length, Liquid Volume, and Temperature Understanding Length, Liquid Volume, and Temperature Telling Time Elapsed Time Identifying Points, Lines, Rays, and Line Segments Classifying Quadrilaterals Drawing Lines of Symmetry Exploring Area Calculating Area Finding Area and Perimeter Area and Perimeter of Composite Figures Organizing Data Into Groups Reading Graphs

PAGE NUMBER 6-9 10 - 13 14 - 17 18 - 21 22 - 25 26 - 29 30 - 33 34 - 37 38 - 41 42 - 45 46 - 49 50 - 53 54 - 57 58 - 61 62 - 65 66 - 69 70 - 73 74 - 77 78 - 81 82 - 85 86 - 89 90 - 93 94 - 97 98 - 101 102 - 105 106 - 109 110 - 113 114 - 117 118 - 121 122 - 125 126 - 129 130 - 133 134 - 137 138 -141

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MATHABLES® ACTIVITY - ANSWER KEY Reading and Writing Numbers Composing and Decomposing Numbers Plotting, Comparing, and Ordering Whole Numbers Using Place Value to Round Numbers Using Place Value to Add and Subtract Solving Multiplication and Division Multiplying Multiples of 10 and 100 Multiplying and Dividing Whole Numbers Finding Parts of a Whole Decomposing Fractions Into Unit Fractions Reading and Writing Fractions Plotting, Ordering, and Comparing Fractions Finding Equivalent Fractions Using Properties of Multiplication Solving Two-Step World Problems Relating Multiplication and Division Evaluating Equations Finding Unknown Factors Identifying Even and Odd Numbers Determining Multiples Identifying Patterns Measuring Length, Liquid Volume, and Temperature Understanding Length, Liquid Volume, and Temperature Telling Time Elapsed Time Identifying Points, Lines, Rays, and Line Segments Classifying Quadrilaterals Drawing Lines of Symmetry Exploring Area Calculating Area Finding Area and Perimeter Area and Perimeter of Composite Figures Organizing Data Into Groups Reading Graphs

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PAGE 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175

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MA.3.NSO.1.2

Composing and Decomposing Numbers Compose and decompose four-digit numbers in multiple ways using thousands, hundreds, tens and ones.

Dem onstrate each composition or decomposition using objects, drawings and ex pressions or equations.

JOURNAL QUESTIONS 1

If you have the number 9,120, how could you compose this number starting with just tens and ones? What would your drawing look like? Write an equation to show your work.

2

How can you decompose the number 5,406 using two different combinations of thousands, hundreds, tens, and ones? Write an equation for each decomposition.

3

Select a four-digit number and represent it with a drawing. Then, decompose it into three different combinations of thousands, hundreds, tens, and ones. Write an equation for each decomposition.

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MA.3.NSO.1.2

THREE-TAB FOLD STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a vertical (hotdog-like) fold.

STEP 2: Hold the paper horizontally with the folded edge facing up. Fold the right side of the paper towards the center

STEP 3: Fold the left side over the right to the edge of the folded paper.

STEP 4: Open the folded paper and cut through both folds on one side of the paper. Stop at the “v”. This will form

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Page 11

COMPOSING NUMBERS

Fold along the line.

MA .3NSO.1.2

TO YOUR JOURNAL

NUMBERS

DECOMPOSING

GLUE THIS PANEL

BLOCKS

BASE-10

Fold along the line.

DECOMPOSING NUMBERS

Fold along the line.

Cut along the dotted line.

Cut along the dotted line.

324

Give two different ways to decompose the given number.

1: 2: Fold along the line.

Explain why there are more than one way to decompose this number.

735

Cut along the dotted line.

Use base-10 blocks to model the number.

205

Fold along the line.

Explain how you can use base-10 blocks to model this number.

196

Cut along the dotted line.

What number is given?

5 hundreds + 7 tens + 8 ones

Number:

Fold along the line.

Explain how to use place value to write the number in standard form.

7 hundreds + 8 tens + 5 ones

MA.3.NSO.2.1

Using Place Value to Add and Subtract

Ad d and subtract multi-digit whole numbers incl uding using a standard algorithm with procedural fl uency.

JOURNAL QUESTIONS 1

How does understanding place value help you when adding or subtracting large numbers using the standard algorithm? Can you give an example where this is especially helpful?

2

When subtracting multi-digit numbers, how does borrowing affect the outcome?

3

What strategies do you use to check if your answers for multi-digit addition and subtraction problems are correct? Why is it important to verify your work in this way?

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MA.3.NSO.2.1

TWO-TAB FOLD STEP 1: Fold a piece of legal paper (8 ½” x 14”). Using a horizontal (hamburger-like) fold.

STEP 2: Open the foldable and cut up to the top half of the paper. Note: Stop at the horizontal fold-line.

STEP 3: The cut must make two large tabs that can be used for front and inside illustrations.

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Page 23

Cut along the dotted line.

Subtract Three-Digit Numbers TO YOUR JOURNAL

Fold along the line.

Fold along the line.

GLUE THIS PANEL

Add Three-Digit Numbers

Fold along the line.

MA .3.NSO.2.1

Use place value to add the numbers below.

+

4 3

7 9 6 4

Cut along the dotted line.

HUNDREDS TENS ONES

Use place value to subtract the numbers below.

HUNDREDS TENS ONES

-

5 2

9 4 6 2

Fold along the line.

Use a base-10 block model to solve the following addition problem.

Use a base-10 block model to solve the following subtraction problem.

358 + 296 =

378 — 192 = Fold along the line.

Fold along the line.

MA.3.NSO.2.3

Multiplying Multiples of 10 and 100

M ultiply a one-digit whole number by a multiple of 10, up to 90, or a multiple of 100, up to 900, with procedural reliability.

JOURNAL QUESTIONS 1

2

3

Reflect on the patterns you notice when multiplying a one-digit number by multiples of 10 or 100. For instance, what patterns emerge when you multiply 7 by 30, 70, or 100? How do these patterns help you predict the products of similar multiplication problems?

Explore how multiplying a one-digit number by a multiple of 10 or 100 affects place value. For example, when you multiply 4 by 60 or 400, how does the position of the digits in the product relate to the place values of the numbers being multiplied?

How does understanding place value help you in performing these multiplications reliably?

Compare the results of multiplying a one-digit number by different multiples of 10 and 100. For example, how does multiplying 9 by 20 compare to multiplying it by 200?

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MA.3.NSO.2.3

THREE-TAB FOLD STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a vertical (hotdog-like) fold.

STEP 2: Hold the paper horizontally with the folded edge facing up. Fold the right side of the paper towards the center

STEP 3: Fold the left side over the right to the edge of the folded paper.

STEP 4: Open the folded paper and cut through both folds on one side of the paper. Stop at the “v”. This will form

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Page 31

Place Value Strategy

Fold along the line.

MA .3NSO.2.3

TO YOUR JOURNAL

Using A Model

Fold along the line.

GLUE THIS PANEL Cut along the dotted line.

OF 10 MULTIPLES

MULTIPLYING Fold along the line.

DISTRIBUTIVE PROPERTY

Cut along the dotted line.

Use the distributive property to find the product.

8 × (30 + 40)

Fold along the line.

Solve the equation:

6 × (40 + 50) = ________ Explain how to use the distributive property to multiply a one-digit whole number by multiples of 10.

Cut along the dotted line.

0

Use base-10 blocks to find the product.

5 × 300

Fold along the line.

Use the number line to find the product.

4 × 20 10 20 30 40 50 60 70 80

Cut along the dotted line.

Use place value strategies to find the product.

6 × 70

Fold along the line.

Solve the equation:

7 × 400 = ________

What did you observe about the number of zeroes in the product? Explain how place value strategies relates to the number of zeroes in the product.

MA.3.FR.1.2

Decomposing Fractions Into Unit Fractions Represent and interpret fractions, incl uding fractions greater than one, in the form of m/n as the result of ad ding the unit fraction 1/n to itself m times.

JOURNAL QUESTIONS 1

Think about how you can break down the fraction ¾ as adding ¼ three times. How does this help you understand what the numbers in a fraction mean? How might this idea help with other fractions?

2

Think of a situation where you need to add a small part multiple times to get a total that's more than one (like mixing ingredients or sharing time). How does thinking about fractions as repeated small parts help you solve these kinds of problems?

3

Explore how breaking down a fraction, like ⁹⁄₄ into ⅓ added together five times helps you understand it better. How does this way of looking at fractions help you work with them, especially when converting them into mixed numbers or simpler forms?

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MA.3.FR.1.2

FOUR-TAB VERTICAL FOLD STEP 1: Fold a piece of construction paper (8 ½” x 11”) using a vertical (hotdog-like) fold. Leaving one side ½ inch shorter than the other.

STEP 2: Fold the paper in half using a horizontal (hamburger-like) fold.

STEP 4: Cut through the three fold-lines on the outside half of the paper. Note: stop at the vertical fold-line.

STEP 5: The result will be a Four-tab Vertical Folded template.

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STEP 3: Fold the paper in half again using the

Page 43

Fold along the line.

FRACTION STRIP MODEL

DECOMPOSING FRACTIONS INTO UNIT FRACTIONS

Cut along the dotted line.

Fold along the line.

NUMBER GLUE THIS PANEL TO YOUR JOURNAL

Fold along the line.

LINE Cut along the dotted line.

FRACTION STRIP MODEL Cut along the dotted line.

Fold along the line.

Fold along the line.

NUMBER

LINE

MA .3.FR.1.2

6 as a 8

How many one-fourth sized parts are added to make two wholes. Prove your answer using fraction models.

sum of unit fractions.

Fold along the line.

6 8 Cut along the dotted line.

Use the number line to write

6 as a 8

How many one-half sized parts are added to make two wholes. Prove your answer using a number line.

sum of unit fractions.

1

6 8

Fold along the line.

0

Cut along the dotted line.

Use the fraction strip to write

7 as a 3

How many one-eighth sized parts are added to make three wholes. Prove your answer using fraction models.

sum of unit fractions.

Fold along the line.

7 3 Cut along the dotted line.

Use the number line to write

7 as a 3

How many one-sixth sized parts are added to make three wholes. Prove your answer using a number line.

sum of unit fractions.

1

7 3

2

3

Fold along the line.

0

DECOMPOSING FRACTIONS INTO UNIT FRACTIONS

Use the fraction strip to write

MA.3.FR.2.2

Finding Equivalent Fractions

Identify equivalent fractions and ex plain why they are equivalent.

JOURNAL QUESTIONS 1

Imagine you have a chocolate bar divided into 8 equal pieces. If you and a friend each eat 4 pieces, what fraction of the chocolate bar did each of you eat? Can you find another way to show the same amount of chocolate eaten using a different number of pieces?

2

If you cut a pizza into 10 equal slices and eat 2 slices, and then cut another pizza into 5 equal slices and eat 1 slice, how do these two amounts of pizza compare? Are they the same amount? Show how these fractions can be equivalent.

3

Think about a fraction like 4/8. Can you find other fractions that are equivalent to 4/8?

Draw a picture or use objects to show how different fractions can represent the same amount.

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MA.3.FR.2.2

THREE-QUARTER FOLD STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a horizontal (hamburgerlike) fold.

STEP 2: Cut up the middle of the inside towards the peak of the fold. This cut forms two large tabs.

STEP 3: Cut the tab off at the top of the fold line.

STEP 4: This cut forms three large tabs that can be used for a three quarter

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Page 55

Cut along the dotted line.

1 = 3 DISREGARD THIS PANEL

=

1 = 3

=

1 = 3 two equivalent fractions of 31 .

Shade the circles below to find

Cut along the dotted line.

GLUE THIS PANEL TO YOUR JOURNAL

Fold along the line.

Fold along the line.

FINDING EQUIVALENT FRACTIONS

Shade the strip diagrams below to find

DISREGARD THIS PANEL

Cut along the dotted line.

two fractions equivalent to 34 .

3= 4 3= 4

=

3= 4

=

Cut along the dotted line.

Fold along the line.

MA .3.FR.2.2

Fold along the line.

Explain how the numerators and denominators of equivalent fractions are related.

MA.3.AR.1.1

Using Properties of Multiplication Apply the distributive property to multiply a one-digit number and two-digit number. Apply properties of multiplication to find a product of one-digit whole numbers.

JOURNAL QUESTIONS 1

2

3

You are designing a garden with 7 rows of plants. Each row has 14 plants. Instead of multiplying 7 by 14 directly, break down 14 into two simpler numbers to make the calculation easier. How can using the distributive property help you understand how many plants you have in total? What patterns do you notice in your calculations?

You have to multiply 8 by 15, but instead of doing it directly, you decide to break 15 into 10 and 5. Explore how this method changes the way you approach the multiplication. What happens if you break 15 into different pairs of numbers? How do these different approaches affect your calculations?

You are working on solving 5 × 27. Break 27 into 20 and 7 and use the distributive property to find the product. Reflect on how this approach might change if you were multiplying two-digit numbers that are closer to each other, such as 23 and 25. How does the distributive property help you understand and simplify these types of multiplication problems?

Page 58

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MA.3.AR.1.1

FOUR-DOOR FOLD STEP 1: Make a shutter fold using legal paper (8 ½” x 14”).

STEP 2: Fold the shutter fold in half (hamburger-like) and crease the edges well.

STEP 3: Open the display and cut along the two center fold lines of the outside flaps. Note: Stop at the vertical fold-line.

STEP 4: The cuts will form four doors on the inside of the display.

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Page 59

Fold along the line.

MA .3.AR.1.1 Using PROPERTIES OF MULTIPLICATION Fold along the line.

GLUE THIS PANEL TO YOUR JOURNAL

ASSOCIATIVE PROPERTY OF MULTIPLICATION

DISTRIBUTIVE PROPERTY OF MULTIPLICATION

Cut along the dotted line.

Cut along the dotted line.

COMMUTATIVE PROPERTY OF MULTIPLICATION

IDENTITY & ZERO PROPERTY OF MULTIPLICATION

Fold along the line.

Draw visual models to show:

Cut along the dotted line.

Draw visual models to show:

Explain the distributive property of multiplication.

Explain the associative property of multiplication.

According to the identity property of multiplication, a number multiplied by _____ will always equal to ________.

.

43 × 0 = According to the zero property of multiplication, when a number is multiplied by _____, the product is always ________.

.

37 × 0 =

.

23 × 1 =

Fill in the blanks.

.

15 × 0 =

.

11 × 1 =

Find the products.

Cut along the dotted line.

Draw visual models to show:

Fill in the blanks.

.

28 × 0 =

Find the products.

Explain the commutative property of multiplication.

MA.3.AR.2.1

Relating Multiplication and Division

Restate a div ision problem as a missing factor problem using the relationsh ip between multiplication and div ision.

JOURNAL QUESTIONS 1

You are given the division problem 36 ÷ 4 = ?. Restate this division problem as a multiplication problem to find the missing factor. How does understanding this relationship help you solve the problem more easily, and what does it reveal about the connection between division and multiplication?

2

If you have the division problem 45 ÷ ? = 9, how can you rewrite this problem as a multiplication problem to find the missing factor? Describe how changing the problem to multiplication helps you understand the division process better.

3

Imagine you have 84 divided by a number to get 7. Write this as a multiplication problem to find out what the missing number is. Explain how understanding this connection between division and multiplication helps you solve the problem and how you can apply this knowledge to similar problems.

Page 66

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MA.3.AR.2.1

TWO-TAB FOLD STEP 1: Fold a piece of legal paper (8 ½” x 14”). Using a horizontal (hamburger-like) fold.

STEP 2: Open the foldable and cut up to the top half of the paper. Note: Stop at the horizontal fold-line.

STEP 3: The cut must make two large tabs that can be used for front and inside illustrations.

Copying is strictly prohibited by law.

Page 67

Cut along the dotted line.

Fact Families TO YOUR JOURNAL

Fold along the line.

Fold along the line.

GLUE THIS PANEL

Inverse Operations

Fold along the line.

RELATING MULTIPLICATION AND DIVISION MA .3.AR.2.1

Rewrite this multiplication equation as a division equation.

List the fact family associated with the given array.

Explain how converting the multiplication equation into a division equation helped you find the missing number.

Cut along the dotted line.

6 × ? = 48

Fact Family 1: Fact Family 2: Fact Family 3: Fact Family 4:

Fold along the line.

Fold along the line.

Write this division equation as a multiplication equation.

Write all the related math facts for 6 × 4.

63 ÷ ? = 9

Fold along the line.

Explain how converting the multiplication equation into a division equation helped you find the missing number.

Related Math Facts:

Explain how to use the fact family to verify your answer in a multiplication or division problem.

MA.3.AR.2.3

Finding Unknown Fractions Determine the unknown whole number in a multiplication or div ision equation, relating three whole numbers, with the unknown in any position.

JOURNAL QUESTIONS 1

2

3

Imagine you have a mathematical system where a product involving three different whole numbers equals 120. If you know two of the numbers are 6 and 4, explore how changing each of these known numbers by a factor of 2 affects the value of the unknown number. How does this reflect on the flexibility of mathematical relationships?

Consider a division problem where a whole number AAA is divided by 4 to yield a quotient that is also divisible by 6, resulting in a final quotient of 9. What does this infer about the relationship between AAA and its factors? Explore the interplay between these factors and how they constrain AAA within the system.

Envision a real-world application where you have a budget of $150 and need to divide this budget among three different projects, with two known project costs being $25 and $30. How would you determine the cost of the third project, and what does this calculation teach you about resource allocation and mathematical precision in decision -making? Explore how changing the known costs would affect your solution and decision-making process.

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MA.3.AR.2.3

THREE-QUARTER FOLD STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a horizontal (hamburger -like) fold.

STEP 2: Cut up the middle of the inside towards the peak of the fold. This cut forms two large tabs.

STEP 3: Cut the tab off at the top of the fold line.

STEP 4: This cut forms three large tabs that can be used for a three quarter

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Page 75

Fold along the line.

TO YOUR JOURNAL GLUE THIS PANEL

FACTORS UNKNOWN

FINDING Fold along the line.

Cut along the dotted line.

Use skip counting to determine the value of P. Explain how skip counting helps you find the value of P in the equation.

3 × P = 18 Cut along the dotted line.

PANEL THIS DISREGARD

Use visual models to determine the value of Q. Explain how these models help you find the value of Q in the equation.

32 ÷ Q = 4 DISREGARD THIS PANEL

Cut along the dotted line.

MODEL:

Cut along the dotted line.

Fold along the line.

Use related math facts to determine the value of R. Explain how these facts help you find the value of R in the equation.

9 × R = 54 MA .3.AR.2.3

Fold along the line.

Related Math Fact:

MA.3.M.1.1

Measuring Length, Liquid Volume, and Temperature

Select and use appropriate tools to measure the leng th of an object, the vol ume of liquid with in a beaker and temperature.

JOURNAL QUESTIONS 1

Imagine you have a ruler, a graduated cylinder, and a thermometer. How would you choose which tool to use for measuring the length of an object, the volume of a liquid, and the temperature? Why is it important to pick the right tool for each job?

2

Think about how you would make sure your measurements are accurate if you were measuring length, volume, and temperature in an experiment. What could go wrong with each tool, and how would you fix or avoid those problems?

3

If you need to keep track of a liquid’s temperature over time, which type of thermometer would be best for continuous monitoring? Why is it important to choose the right thermometer for this job, and how does it affect your results?

Page 90

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MA.3.MD.1.1

THREE-TAB FOLD STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a vertical (hotdog-like) fold.

STEP 2: Hold the paper horizontally with the folded edge facing up. Fold the right side of the paper towards the center

STEP 3: Fold the left side over the right to the edge of the folded paper.

STEP 4: Open the folded paper and cut through both folds on one side of the paper. Stop at the “v”. This will form

Copying is strictly prohibited by law.

Page 91

MEASURING LENGTH

Fold along the line.

MA .3.M.1.1

TO YOUR JOURNAL

MEASURING TEMPERATURE

Fold along the line.

GLUE THIS PANEL

measuring length, liquid volume, and temperature Fold along the line.

MEASURING LIQUID VOLUME

Cut along the dotted line.

Cut along the dotted line.

85 pints

Shade the graduated cylinders to represent the amounts shown.

45 mL Fold along the line.

Determine the amount of liquid on the graduated cylinder. Explain the steps you took to arrive at your answer.

Cut along the dotted line.

35° C

Shade the thermometers to represent the amounts shown.

80° F

Fold along the line.

Determine the temperature shown on the thermometer. Explain the steps you took to arrive at your answer. .

Cut along the dotted line.

Shade in the bars above the rulers to represent the lengths shown.

3

9 4 inches

22 centimeters

Fold along the line.

Determine the length of the bar above the ruler. Explain the steps you took to arrive at your answer.

MA.3.M.1.2

Understanding Length, Liquid Volume, and Temperature

Sol ve real-world problems invol v ing any of the four operations with whole-number leng ths, masses, weights, temperatures or liquid vol umes.

JOURNAL QUESTIONS 1

2

3

You have 240 liters of juice and need to share it equally among 15 tables at a party.

How much juice does each table get? Explain how you would use division to find the answer.

A factory makes 560 kilograms of product every day. If this needs to be divided into 8 equal shipments, how much is in each shipment? Discuss why it’s important to divide correctly and how you would make sure the division is accurate.

You’re recording temperatures for 5 days: 22°C, 25°C, 19°C, 30°C, and 24°C. What is the average temperature for these days? Describe how you would add up the temperatures and then divide to find the average. How might knowing the average help you understand the weather?

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MA.3.MD.1.2

THREE-TAB FOLD STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a vertical (hotdog-like) fold.

STEP 2: Hold the paper horizontally with the folded edge facing up. Fold the right side of the paper towards the center

STEP 3: Fold the left side over the right to the edge of the folded paper.

STEP 4: Open the folded paper and cut through both folds on one side of the paper. Stop at the “v”. This will form

Copying is strictly prohibited by law.

Page 95

Fold along the line.

MA .3.MD.1.2

Cut along the dotted line.

VOLUMES, AND

TO YOUR JOURNAL

TEMPERATURES

LENGTH, LIQUID

Fold along the line.

GLUE THIS PANEL

UNDERSTANDING

Fold along the line.

Cut along the dotted line.

CYLINDER B:

Determine the amounts of liquid in each of the graduated cylinders. What is the difference between the amounts of liquid in the two cylinders?

CYLINDER A:

DIFFERENCE: Fold along the line.

Solve the word problem by creating and solving an equation.

The recipe for one cake requires 3 pints of milk. If Amy wants to make 24 cakes, how many pints of milk does she need in total?

AMOUNT OF MILK:

Cut along the dotted line.

Determine the temperatures in each of the thermometers. What is the difference between the temperatures in the two thermometers?

THERMOMETER B:

Fold along the line.

THERMOMETER A:

DIFFERENCE: Solve the word problem using a number line.

The temperature at 4:00 AM was 28°F, and at 1:00 PM it was 86°F. What is the difference in temperature between 4:00 AM and 1:00 PM?

DIFFERENCE:

Cut along the dotted line.

PENCIL B:

PENCIL A:

Determine the lengths of the pencils in each of the rulers. What is the difference between the lengths of the pencils in the two rulers?

DIFFERENCE:

Fold along the line.

Solve the word problem using visual models.

Angelica is mailing three packages.

The first package weighs 8 pounds, the second weighs 5 pounds, and the third weighs 6 pounds. What is the total weight of all three packages?

TOTAL WEIGHT:

MA.3.GR.1.2

Classifying Quadrilaterals Identify and draw quadrilaterals based on their defining attributes. Quadrilaterals incl ude parallelograms, rhombi, rectangles, squares and trapezoids.

JOURNAL QUESTIONS 1

Draw a shape with four sides where opposite sides are equal in length and parallel.

Label this shape as a parallelogram. How can you tell that it is a parallelogram? What makes it different from other shapes?

2

Draw a shape with four right angles (90 degrees) and opposite sides that are equal.

Label this shape as a rectangle. What makes a rectangle different from a square? Draw another example of a rectangle to show how they look.

3

Create a drawing of a shape where all four sides are the same length, and opposite sides are also parallel. Label this shape as a rhombus. How is a rhombus different from a square or a rectangle?

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MA.3.GR.1.2

FOUR-DOOR FOLD STEP 1: Make a shutter fold using legal paper (8 ½” x 14”).

STEP 2: Fold the shutter fold in half (hamburger-like) and crease the edges well.

STEP 3: Open the display and cut along the two center fold lines of the outside flaps. Note: Stop at the vertical fold-line.

STEP 4: The cuts will form four doors on the inside of the display.

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MA .3.GR.1.2

CLASSIFYING QUA DRILATERALS

Fold along the line.

Cut along the dotted line.

TRAPEZOIDS

GLUE THIS PANEL

TO YOUR JOURNAL

PARALLELOGRAMS

SQUARES

And

RECTANGLES

Cut along the dotted line.

RHOMBUSES Fold along the line.

Fold along the line.

Draw a parallelogram. List down the attributes of a parallelogram.

Cut along the dotted line.

Draw a square and a rectangle.

List the attributes of each shape, including those specific to squares and rectangles.

What are the attributes that can be found in both a parallelogram and a rhombus?

How are squares and rectangles different?

How are squares and rectangles the similar?

SQUARE RECTANGLE PARALLELOGRAM RHOMBUS TRAPEZOID

Which of these quadrilaterals always have two sets of perpendicular sides?

SQUARE RECTANGLE PARALLELOGRAM RHOMBUS TRAPEZOID

Which of these quadrilaterals always have two sets of parallel sides?

What are some examples of trapezoids that can be found in the real-world?

Draw a rhombus. List down the attributes of a rhombus.

Cut along the dotted line.

Draw a trapezoid and list its attributes.

MA.3.GR.1.3

Drawing Lines of Symmetry

Draw line(s) of symmetry in a two-dimensional figure and identify line-symmetric two-dimensional figures.

JOURNAL QUESTIONS 1

Draw a picture of a butterfly. Can you draw a line down the middle of the butterfly so that both sides look the same? This line is called a line of symmetry. How can you tell that the two sides are mirror images of each other?

2

Create a drawing of a heart. Draw a line of symmetry so that the left and right sides of the heart are equal. How does this line help you see that the heart is symmetrical? Try drawing another shape with a line of symmetry.

3

Draw a triangle with all three sides the same length. Try to draw a line of symmetry for this triangle. How does this line split the triangle into two equal parts? How do you know the two parts are the same?

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MA.3.GR.1.3

TWO-TAB FOLD STEP 1: Fold a piece of legal paper (8 ½” x 14”). Using a horizontal (hamburger-like) fold.

STEP 2: Open the foldable and cut up to the top half of the paper. Note: Stop at the horizontal fold-line.

STEP 3: The cut must make two large tabs that can be used for front and inside illustrations.

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Cut along the dotted line.

Drawing Lines of Symmetry TO YOUR JOURNAL

Fold along the line.

Fold along the line.

GLUE THIS PANEL

Identifying Lines of Symmetry

Fold along the line.

MA .3.GR.1.3

Identify the lines of symmetry for the figure.

Draw the lines of symmetry for the figure.

Line D

Lines of symmetry:

Cut along the dotted line.

Line B

Fold along the line.

The dashed line is the line of symmetry of the figure. Complete the figure by drawing the other half.

Give three examples of real-life objects that have at least one line of symmetry.

Fold along the line.

Fold along the line.

MA.3.GR.2.4

Area & Perimeter of Composite Figures Sol ve mathematical and real-world problems invol v ing the perimeter and area of composite figures composed of non-overlapping rectangles with whole-number side leng ths.

JOURNAL QUESTIONS 1

2

3

Imagine a figure made of three rectangles. The first rectangle is 6 units by 2 units, the second is 3 units by 4 units, and the third is 5 units by 1 unit. Draw this figure and find the total area by adding the areas of the three rectangles. How do you find the total area of a composite figure?

Create a composite shape with two rectangles: one that is 5 units by 3 units and another that is 4 units by 3 units, placed next to each other. Find the perimeter of the whole figure by adding up all the sides. How do you account for the sides where the rectangles meet?

Imagine a shape made of two rectangles: one 7 units by 2 units and one 2 units by 5 units, joined along one side. Draw the shape and calculate the perimeter by adding up all the sides. How do you handle the sides that are shared between the rectangles when finding the perimeter?

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MA.3.GR.2.4

TWO-TAB VERTICAL FOLD STEP 1: Fold a piece of construction paper (8 ½” x 11”) using a vertical (hotdog-like) fold. Leaving one side ½ inch shorter than the other.

STEP 2: Fold the paper in half using a horizontal (hamburger-like) fold.

STEP 3: Cut through the middle fold-line on the outside half of the paper. Note: stop at the vertical fold-line.

STEP 4: The result will be a Two-tab Vertical Folded template.

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MA .3.GR.2.4 Fold along the line.

Perimeter of

Composite Figures Cut along the dotted line.

Fold along the line.

GLUE THIS PANEL TO YOUR JOURNAL

Fold along the line.

Area of Composite Figures

The figure below shows the shape and dimensions of Jeff’s garage. What is the perimeter of Jeff’s garage?

Fo

ld

Find the perimeter of the shaded region.

PERIMETER:

PERIMETER: Cut along the dotted line.

Fold along the line.

Find the area of the shaded region.

Fold along the line.

The figure below shows the shape and dimensions of Jeff’s garage.

What is the area of Jeff’s garage?

AREA:

AREA:

MA.3.DP.1.1

Organizing Data Into Groups Collect and represent numerical and categorical data with whole-number val ues using tables, scaled pictographs, scaled bar graphs or line plots.

U se appropriate titles, labels and units.

JOURNAL QUESTIONS 1

2

3

Imagine you asked your classmates how many books they read last month. Record the number of books each student read in a table. Then, draw a pictograph where each picture represents one book. How can you use the table and pictograph to show and compare the reading habits of your classmates?

You recorded the number of minutes you spent on homework each day for a week. Use a line plot to show the number of minutes for each day. Label the days of the week and the number of minutes on the plot. How does the line plot help you see your homework habits over the week?

You want to show how many hours each person in your family spends watching TV each week. Collect the data and represent it using a pictograph where each picture stands for 1 hour. Add titles and labels to your pictograph. How does the pictograph make it easy to see who watches the most TV?

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MA.3.DP.1.1

THREE-QUARTER FOLD STEP 1: Fold a piece of legal paper (8 ½” x 14”) using a horizontal (hamburger -like) fold.

STEP 2: Cut up the middle of the inside towards the peak of the fold. This cut forms two large tabs.

STEP 3: Cut the tab off at the top of the fold line.

STEP 4: This cut forms three large tabs that can be used for a three quarter

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Cut along the dotted line.

DISREGARD THIS PANEL

12

No. of pens

Amy

Student

20 Ken

16

24

Vic

Tom

Use the information in the table to create a pictograph.

Cut along the dotted line.

GLUE THIS PANEL TO YOUR JOURNAL

Fold along the line.

Fold along the line.

Use the information in the table to create a bar graph.

THIS PANEL

Cat

Cow

Goat

Sheep

Quantity

5

20

45

60

Cut along the dotted line.

DISREGARD

Animal

Cut along the dotted line.

Fold along the line.

Listed below are the weights, in grams, of rock samples. Organize the list into a line plot.

MA .3.DP.1.1

Fold along the line.

4, 9, 8, 7, 6, 4, 5, 8, 7, 9, 6, 3, 8, 7, 5, 9

MA.3.DP.1.2

Reading Graphs Interpret data with whole-number val ues represented with tables, scaled pictographs, c ircle graphs, scaled bar graphs or line plots by sol v ing one– and two-step problems.

JOURNAL QUESTIONS 1

2

3

You have a bar graph showing how many apples, bananas, oranges, and grapes were bought last week. Apples: 5, Bananas: 8, Oranges: 4, Grapes: 7. If you want to buy the same number of bananas and apples together, how many fruits will that be in total?

How do you find this number using the bar graph?

A pictograph shows that 3 pictures of ice cream represent 9 ice creams eaten by your friends. How many ice creams does each picture represent? If 5 more pictures were added to the pictograph, how many more ice creams would that be?

A table shows the number of hours spent on homework by students each week: Alice - 5 hours, Bob - 7 hours, Carol - 4 hours, Dan - 6 hours. How many hours did all the students spend on homework together? What can you find out from the table about their total homework time?

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MA.3.DP.1.2

FOUR-DOOR FOLD STEP 1: Make a shutter fold using legal paper (8 ½” x 14”).

STEP 2: Fold the shutter fold in half (hamburger-like) and crease the edges well.

STEP 3: Open the display and cut along the two center fold lines of the outside flaps. Note: Stop at the vertical fold-line.

STEP 4: The cuts will form four doors on the inside of the display.

Copying is strictly prohibited by law.

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MA .3.DP.1.2

READING GRAPHS Fold along the line.

GLUE THIS PANEL TO YOUR JOURNAL

Reading

BAR GRAPHS

Reading Pictographs

Cut along the dotted line.

Reading

Cut along the dotted line.

LINE PLOTS

Reading CIRCLE GRAPHS

Fold along the line.

Fold along the line.

4. What is the difference between the greatest number of books read and the least number of books read?

3. How many more parcels were delivered on Friday than on Monday?

4. How many more balloons did Gene and Tony pop together than Anastacia and Mike together?

3. How many balloons did Dave and Mike pop together?

2. How many fewer balloons did Mike pop than Tony?

1. Who popped the greatest number of balloons?

Use the information from the pictograph to answer the succeeding questions.

6. How many picked either yellow, orange, or green?

5. How many more picked red than blue?

4. How many picked yellow?

3. How many picked green?

2. What color was picked the least?

1. What color was picked the most?

Use the information from the circle graph to answer the questions.

Cut along the dotted line.

3. How many read at least three books?

2. What was the total number of parcels delivered from Tuesday to Thursday?

Cut along the dotted line.

2. How many read fewer than four books?

1. How many read exactly one book?

Use the information from the line plot to answer the questions below.

1. On which day did they deliver the least number of parcels?

Use the information from the bar graph to answer the succeeding questions.

ANSWER KEY - PAGE 9

4,521

Identify in parts "Six thousand" = 6,000.

The hundreds part: "Nine hundred" = 900 The tens part: "Eighty" = 80

The ones part: “seven” = 7 And then place it all together.

Three thousand seventy-four

Break down the number by place value: 4 is in the thousands place → "Four thousand" 5 is in the hundreds place → "Five hundred" 8 is in the ones place → "Eight" Combine the words together: "Four thousand" + "five hundred" + "eight"

9,000 + 400 + 3

Identify the value of each digit based on its position (place value): The first digit, 2, is in the thousands place, so its value is 2,000.

The second digit, 0, is in the hundreds place, so its value is 0.

The third digit, 2, is in the tens place, so its value is 20.

The fourth digit, 5, is in the ones place, so its value is 5.

Write the expanded form by adding the values: 2,000+0+20+5=2,0252,000 + 0 + 20 + 5 = 2,0252,000+0+20+5=2,025

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NOTES

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