Smart to the Core - Grade 3 - Preview

SMART TO THE CORE GRADE 3

Building Depth of Knowledge (DOK)

BOOKLET INCLUDES: Train the Brain Practice Drills - drills on the basic skills associated with each individual benchmark (DOK 1) Target Practice Activities - practice problems requiring the application of skills and real-world problem solving (DOK 2)

Think Tank Questions - non-routine task-based problem sets (DOK 3 and 4) Four-Star Challenge - assessments that measure students’ depth of knowledge including their ability to reason abstractly, create models, write arguments, and critique strategies Math Bootcamp - (Grade 3) Publisher: Educational Bootcamp Content Development: Educational Bootcamp Senior Editor: Yasmin Malik Cover Design: Sadiq Malik Copyright © 2014 by J & J Educational Bootcamp Educational Bootcamp Sunrise, Florida 33351 All rights reserved. No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of Educational Bootcamp.

Printed in the United States of America

SMART TO THE CORE TABLE

OF

CONTENTS

Grade 3 CCSS Code

SMART TO THE CORE MISSIONS

FOUR−STAR CHALLENGE - SCORING RUBRIC

PAGE NUMBER 4

WARM UP - Five Day: Multiplication Warm-up

5—14

3.OA.1 (3.OA.1.1)

MISSION 1: Interpreting Products of Whole Numbers

15—24

3.OA.2 (3.OA.1.2)

MISSION 2: Interpreting Whole Number Quotients

25—34

3.OA.3 (3.OA.1.3)

MISSION 3: Multiplying and Dividing Within 100

35—44

3.O.A.4 (3.OA.1.4)

MISSION 4: Determining the Unknown Value in Equations

45—54

3.OA.5 (3.OA.2.5)

MISSION 5: Applying Properties of Operations

55—64

3.OA.6 (3.OA.2.6)

MISSION 6: Using Division as an Unknown Factor Problem

65—74

3.OA.7 (3.OA.3.7)

MISSION 7: Multiplying and Dividing Within 100

75—84

3.OA.8 (3.OA.4.8)

MISSION 8: Solving Two-Step Word Problems

85—94

3.OA.9 (3.OA.4.9)

MISSION 9: Identifying Patterns

95—104

3.NBT.1 (3.NBT.1.1)

MISSION 10: Rounding Whole Numbers

105—114

3.NBT.2 (3.NBT.1.2)

MISSION 11: Adding and Subtracting Whole Numbers

115—124

3.NBT.3 (3.NBT.1.3)

MISSION 12: Multiplying Whole Numbers by Multiples of 10

125—134

3.NF.1 (3.NF.1.1)

MISSION 13: Understanding Fractions

135—144

3.NF.2 (3.NF.1.2)

MISSION 14: Representing Fractions on a Number Line

145—154

3.NF.3 (3.NF.1.3)

MISSION 15: Understanding Equivalent Fractions

155—164

3.MD.1 (3.MD.1.1)

MISSION 16: Telling Time and Measuring Elapsed Time

165—174

3.MD.2 (3.MD.1.2)

MISSION 17: Measuring Liquid Volume and Mass

175—184

3.MD.3 (3.MD.2.3)

MISSION 18: Representing Data with Graphs

185—194

3.MD.4 (3.MD.2.4)

MISSION 19: Generating Measurements and Making Line Plots

195—204

3.MD.5 (3.MD.3.5)

MISSION 20: Understanding Concepts of Area Measurement

205—214

3.MD.6 (3.MD.3.6)

MISSION 21: Measuring Area by Counting Unit Squares

215—224

3.MD.7 (3.MD.3.7)

MISSION 22: Calculating Area

225—234

3.MD.8 (3.MD.4.8)

MISSION 23: Determining the Perimeter of a Polygon

235—244

3.G.1 (3.G.1.1)

MISSION 24: Classifying Shapes

245—254

3.G.2 (3.G.1.2)

MISSION 25: Partitioning Shapes into Equal Areas

255—264

PRACTICE DRILLS - Two-Minute Multiplication Drills ALL

Student Grids

265—266 267

It is highly recommended that the MATH POWER DRILL be used for direct instruction prior to having the students practice in the SMART TO THE CORE STUDENT BOOKLETS. As with the MATH POWER DRILL, each corresponding lesson increases in depth of knowledge (difficulty level) as you proceed through the Practice and Drills.

Lessons in the MATH POWER DRILL and SMART TO THE CORE STUDENT BOOKLETS labeled 1 indicate a review of the basic skills with simple application problems.

Lessons in the MATH POWER DRILL and SMART TO THE CORE STUDENT BOOKLETS labeled

2

indicate a slightly more difficult practice of basic skills with grade leveled

application practice problems.

Lessons in the MATH POWER DRILL and SMART TO THE CORE STUDENT BOOKLETS labeled 3 indicate extended and/or strategic-like problems.

We recommend that each targeted benchmark weakness be addressed over 4 one-hour sessions as follows:

Session 1 (one hour) Power Drill by Benchmark 1 (CD-Rom) Train the Brain Practice 1 (DOK 1) Target Practice 1 (DOK 2)

Session 2 (one hour) Power Drill by Benchmark 2 (CD-Rom) Train the Brain Practice 2 (DOK 1 and DOK 2) Target Practice 2 (DOK 2)

Session 3 (one hour) Power Drill by Benchmark 3 (CD-Rom) Train the Brain Practice 3 (DOK 3) Think Tank Question (DOK 3)

Session 4 (one hour) Four Star Challenge Assessment

INSTRUCTIONS FOR SCORING THE FOUR-STAR CHALLENGE (1) Multiple Choice Section: Assign one point to all multiple choice items answered correctly.

(2) Short Answer Section: Assign a maximum of two points.

2 POINTS - Complete correct response, including correct work shown and/or correct labels/units if called for in the item.

1 POINT - Partial correct response.

0 POINTS - No response, or the response is incorrect.

(3) Think Tank Section: Assign a maximum of four points.

4 POINTS - Shows complete understanding of the problem’s mathematical concepts and principles; uses appropriate mathematical terminology; and executes computations correctly and completely.

3 POINTS - Shows nearly complete understanding of the problem’s mathematical concepts and principles; uses mostly correct mathematical terminology; and computations are generally correct, but may contain minor errors.

2 POINTS - Shows some understanding of the problem’s mathematical concepts and principles; uses some correct mathematical terminology, and may contain major computational errors.

1 POINT - Shows limited to no understanding of the problem’s mathematical concepts and principles; may misuse or fail to use mathematical terminology, but attempts an answer.

0 POINTS - No answer attempted.

Intensive Basic Skills Math Strategies

Application of Strategies

Target for Enrichment

1

2

3

4

The student earns ONE star for correctly answering 49% or less.

The student earns TWO stars for correctly answering

The student earns THREE stars for correctly answering

The student earns FOUR stars for correctly answering 90 - 100%.

1

1

1

2

3

Tier 3 In need of Intensive

4

2

3

50 - 69%.

Tier 2 In need of Strategic

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4

2

3

4

70 - 89%.

Tier 1 * Proficient, but in need of

1

2

3

4

Tier 1 Proficient Target for Enrichment

Mission 1: Interpreting products of whole numbers Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

Bootcamp STRATEGY 1: Interpret 5 × 7 as the total number of objects in 5 groups with 7 objects in each group.

Example: 7 objects

×

5

5 groups

= 35

7

Bootcamp STRATEGY 2: Use the number line to represent 5 × 7 as the total number of objects in 5 groups with 7 objects in each group.

1

0

1

2

2

3

4

5

6

7

3

8

9

4

5

6

7

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

5

×

7

= 35

15 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 1 3.OA.1 (3.OA.1.1) DIRECTIONS: Convert each repeated addition fact into a multiplication fact and solve.

1

4 + 4 + 4 + 4 + 4 + 4 = ___________

2

2 + 2 + 2 + 2 + 2 + 2 + 2 = __________

3

3 + 3 + 3 + 3 + 3 = ______________

4

7 + 7 + 7 = ______________

DIRECTIONS: Convert each multiplication fact into a repeated addition fact and solve.

5

4 x 3 = ______________________

6

3 x 7 = _______________________

7

5 x 6 = ______________________

8

6 x 4 = _______________________

DIRECTIONS: Use the diagrams to determine the answers to the division facts below.

9

10

6 × 6 = ___________

5 × 7 = ___________

12

11

8 × 6 = ___________

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4 × 4 = ___________

Target PRACTICE 1 1

There are 4 tables in the cafeteria.

There are 5 people are sitting at each table.

2

Sylvia works in a flower store. She has 8 vases and wants to put 6 flowers in each vase. How many flowers does she need? Grid your answer.

How many people are sitting in the cafeteria? Grid your answer.

3

5

Select the multiplication equations represented by the images below.

4

Select the multiplication equations represented by the images below.

The equation 3 × 3 = 9.

The equation 2 × 6 = 12.

The equation 3 × 4 = 12.

The equation 3 × 3 = 9.

The equation 4 × 3 = 12.

The equation 4 × 4 = 16.

The equation 4 × 4 = 16.

The equation 3 × 4 = 12.

The equation 6 × 2 = 12.

The equation 4 × 3 = 12.

Tina bought 4 packages of ground beef that weighed 3 pounds each.

She can use 4 × 3 to find the total weight of all the beef she bought.

What equation is equal to 4 × 3?

6

Each day, Ken mows 3 backyards.

Which number sentence below shows how many backyards Ken can mow in 7 days?

A a

4+3

A a

7 + 3 = 10

B a

3+3+3

B a

3+3=6

C

3+3+3+3

C

7 × 3 = 21

D a

4+4+4+4

D a

7 × 2 = 14

17 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 2 3.OA.1 (3.OA.1.1) DIRECTIONS: Convert each repeated addition fact into a multiplication fact and solve.

1

5 + 5 + 5 + 5 + 5 = _____________

2

3 + 3 + 3 + 3 + 3 + 3 +3 = ___________

3

6 + 6 + 6 + 6 = ________________

4

7 + 7 + 7 + 7 + 7= _________________

DIRECTIONS: Convert each multiplication fact into a repeated addition fact and solve.

5

5 x 4 = ______________________

6

6 x 7 = _________________________

7

3 x 8 = ______________________

8

4 x 4 = _________________________

DIRECTIONS: Use the diagrams to determine the answers to the division facts below.

9

10

6 × 4 = ___________

4 × 8 = ___________ 12

11

5 × 6 = ___________ 18 I Smart to the Core I Educational Bootcamp

5 × 8 = ___________

Target PRACTICE 2 1

Hanson stored 6 video files in each of 5 folders on his computer.

2

How many video files does Hanson have stored in all? Grid your answer.

3

Select the multiplication expressions equivalent to the addition equation below.

4

5 + 5 + 5 + 5 = 20

5

Select the multiplication expressions equivalent to the addition equation below.

6 + 6 + 6 + 6 + 6 = 30

5×5

6×6

4×5

5×5

4×4

6×5

5×4

4×6

5×3

5×6

3×5

6×4

Jack spent 6 hours on each of the 5 paintings he made. He can use 6 × 5 to find the total number of hours he spent painting. What statement is equal to 6 × 5?

6

Luis solves 8 math problems each hour. Which number sentence below shows how many math problems Luis solves in 5 hours?

A a

6+5

A a

8 + 5 = 13

B a

5+5+5+5+5

B a

8 + 8 = 16

Ca

6+6+6+6+6+6

C

8 × 5 = 40

D

5+5+5+5+5+5

D a

8 × 2 = 16

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TRAIN THE BRAIN PRACTICE 3 3.OA.1 (3.OA.1.1) DIRECTIONS: Answer the following questions.

1 There are 4 booths at a restaurant, and each booth can seat up to 4 people. How many people can be seated in all the booths at a time?

2 Adam bought 4 packs of tennis balls to practice for an upcoming tournament. Each pack contains 3 balls. How many tennis balls does Adam have in all?

3 Sam, Joan, and Mata each have 4 boxes of chocolates, as shown in the figure below. What is the total number of boxes of chocolate Sam, Joan, and Mata have?

Explain how you got your answer.

4 A tree has 5 branches, and each branch has 8 leaves on it. How many leaves are on the tree? Write a multiplication sentence to find the answer. _________ × ________ = __________ leaves.

5 Alan was asked to write an equivalent expression for 3 + 3 + 3 + 3 + 3 + 3 using a multiplication statement with only 2 numbers. Write the multiplication statement, and solve the equation.

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THINK TANK QUESTION DIRECTIONS: Study the bar model below. Use the bar model to complete the tasks.

R Dina’s ribbons:

3

Sarah’s ribbons:

3

3

3

3

3

3

3

Part I: Write a story problem using the bar model above.

Part II: Using the bar model, determine how many ribbons Dina has. Show your complete solution.

Part III: Assume Sarah had 4 ribbons. How would the bar model change? Draw the bar model that would show the change.

21 I Copying is strictly prohibited

Four-STAR CHALLENGE - 3.OA.1 (3.oa.1.1) 1

3

5

A poetry book has 9 pages. Jeff bought 7 copies of the poetry book to give to his friends. How many pages are there in all the copies?

Grid your answer.

Select the multiplication equations represented by the number line below.

2

4

There are 8 buses taking students to school. Each bus has 9 students. How many students are there in all? Grid your answer.

Select the multiplication equations represented by the number line below.

The equation 6 × 3 = 18.

The equation 7 × 3 = 21.

The equation 3 × 6 = 18.

The equation 4 × 7 = 28.

The equation 9 × 2 = 18.

The equation 4 × 3 = 12.

The equation 2 × 9 = 18.

The equation 3 × 7 = 21.

The equation 18 × 1 = 18.

The equation 7 × 4 = 28.

The equation 1 × 18 = 18.

The equation 3 × 4 = 12.

Mike sold 5 cars each day for 7 days.

He can use 7 × 5 to find the total number of cars he sold in 1 week.

Which of the following statements is equal to 7 × 5?

6

At summer camp, 5 students can sleep in each cabin. Which number sentence below shows how many students can sleep in 9 cabins?

A

5+5+5+5+5+5+5

A a

9 + 5 = 14

B a

7+7+7+7+7+7+7

B a

9 + 9 = 18

Ca

7+5

C

9 × 5 = 45

D a

5+5+5+5+5

D a

9 × 9 = 81

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7

Write a multiplication sentence that can represent the word problems.

A. John saw 6 hens on the farm. His B. Bill eats 7 cupcakes a month. Mary can brother, Andrew, saw 4 times as many eat 3 times as many cupcakes as Bill hens as he did. Draw pictures that will can in a month. Draw pictures that will help Andrew find the number of hens show the number of cupcakes Mary he saw. How many hens did he see? can eat in 1 month. How many cupcakes can she eat in 1 month?

8

Solve the following word problems. Show your complete solution.

A. There are 7 trays on the table. Each B. Carlos put 5 apples inside each basket. tray contains 4 eggs. How many eggs He has 9 baskets. How many apples are are there in all? there in all?

23 I Copying is strictly prohibited

1

2

3

4

THINK TANK QUESTION 9

DIRECTIONS: Study the analog clocks below. Use the analog clocks to complete the tasks.

Clock A

Clock B

Clock C

Clock D

Part I: Identify the time shown on each clock.

Clock A: ________________ Clock C: ________________ Clock B: _______________ Clock D: ________________ Part II: Use a number line to model the elapsed time between Clock A and Clock B.

Elapsed Time:

__________ hr

__________min

Part III: Use a number line to model the elapsed time between Clock B and Clock C.

Elapsed Time:

__________ hr

__________min

Part IV: Use a number line to model the elapsed time between Clock C and Clock D.

Elapsed Time:

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__________ hr

__________min

MISSION 17: Measuring Liquid Volume and Mass Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.

Bootcamp STRATEGY 1: Use a graduated cylinder to measure the volume of a liquid. A graduated cylinder is a clear glass or plastic tube marked with units, such as milliliters to measure the volume.

To measure the volume of liquids: Step 1: Place graduated cylinder on flat surface.

Eye level

Measure from bottom of curve

Step 2: Place your eye level at the top of the water line.

Step 3: Measure from the bottom of the curved surface (meniscus).

Bootcamp STRATEGY 2: Use a triple beam balance to measure the mass of a solid in grams. A triple beam is a mechanical balance that has a beam supported by a fulcrum.

To measure the mass of an object: Step 1: On the other side of the measurement tray, the beam is split into 3 horizontal beams that together each support 1 weight.

Slide all 3 weight poises (metal brackets) along the beams to the leftmost position.

Step 2: Place the object to be measured on the center of the pan, located on the left side of the triple beam balance. Note: The index pointer will rise to the top, above the 0.

g g g

Step 3: Slide the 100-gram poise to the right, 1 notch at a time, until the index pointer drops below the 0. Move the poise left 1 notch.

Step 4: Slide the 10-gram poise to the right, 1 notch at a time, until the index pointer drops below the 0. Move the poise left 1 notch.

Step 5: Slide the 1-gram poise to the right, 1 notch at a time, until the index pointer lines up with the 0 mark.

Step 6: Add the values from all 3 beams to determine the mass of the object.

175 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 1 3.MD.2 (3.MD.1.2) DIRECTIONS: Estimate the measurements for each of the following.

1

2

5

6

3

4

7

8

DIRECTIONS: Record the mass for each of the triple beam balances below.

10

9

g

g

g

g g

g

DIRECTIONS: Identify the object with the greater mass.

11

Circle

13

12

Triangle

Equal

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Circle

Triangle

Equal

Circle

Triangle

Equal

Target PRACTICE 1 1

3

Select all the statements below that are a good estimate for the object in each statement.

Select all the statements below that are a good estimate for the object in each statement.

A pen weighs about 6 grams.

An apple is about 15 kilograms.

A dog weighs about 25 kilograms.

An apple is about 5 ounces.

A pen weighs about 6 kilograms.

An apple is about 140 grams.

A pencil weighs about 7 grams.

An apple is about 4 tons.

A dog weighs about 25 grams.

An apple is about 10 pounds.

A pencil weighs about 7 kilograms.

An apple is about 14 milligrams.

Rosalinda will use grams to measure the mass of an object in her room.

Which of the following objects would be best measured using grams?

A a

B

5

2

Ca

Toothpaste

D a

An oil factory has a tank that holds 24 liters of oil. The clerk uses a 3-liter container to fill the tank. How many times does the clerk have to fill the 3-liter container in order to fill the oil tank? Grid your answer.

4

Teresa’s suitcase has a mass of 17 kilograms. She put a large gift in the suitcase that has a mass of 12 kg.

What is the total mass of Teresa’s suitcase?

A

29 kilograms

B a

32 kilograms

Ca

45 kilograms

D a

57 kilograms

6

A small organic juice manufacturing company manufactured a total of 28 liters of juice in 4 hours. The same amount of juice is manufactured each hour. How many liters of juice was manufactured each hour? Grid your answer.

177 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 2 3.MD.2 (3.MD.1.2) DIRECTIONS: Estimate the measurements for each of the following.

1

2

5

6

3

4

7

8

DIRECTIONS: Record the mass for each of the triple beam balances below.

10

9

g

g

g

g g

g

DIRECTIONS: Identify the object with the greater mass.

11

Circle

13

12

Triangle

Equal

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Circle

Triangle

Equal

Circle

Triangle

Equal

Target PRACTICE 2 1

3

5

Identify the statement(s) below that are true. Check all that apply.

2

Identify the statement(s) below that are true. Check all that apply.

A peach weighs about 150 inches.

A crayon weighs about 8 inches.

An orange weighs about 150 feet.

A crayon weighs about 8 pounds.

An apple weighs about 150 grams.

A crayon weighs about 8 grams.

A peach weighs about 5 ounces.

Two crayons weigh about 16 cm.

An orange weighs about 5 meters.

Two crayons weigh about 16 feet.

An apple weighs about 5 yards.

Two crayons weigh about 16 grams.

Jessy wants to find the mass of her new cat. What unit should she use?

A a

Inches

B a

Liters

C

Kilograms

D a

Grams

Wu has a bucket filled with 30 liters of water that he uses to fill a 5-liter watering can. How many times can Wu fill the 5-liter watering can from the bucket of water he has? Grid your answer.

4

6

Molly pours 17 liters of water into 1 bucket and 19 liters of water into another bucket. Each bucket is filled completely. What is the total liquid volume of the 2 buckets?

A a

26 liters

B

36 liters

Ca

38 liters

D a

45 liters

An old engine uses 24 liters of gas in 6 hours. The same amount of gas is used each hour. How many liters of gas is used each hour? Grid your answer.

179 I Copying is strictly prohibited

TRAIN THE BRAIN PRACTICE 3 3.MD.2 (3.MD.1.2) DIRECTIONS: Solve the problems below.

1 A scientist has to use a beaker for his experiment. He needs to fill the beaker with 2 liters of a chemical. He has 2 beakers in his lab: 1 with 1.5 liters capacity and the other with 2.5 liters capacity. Explain which beaker he should choose and why.

2 A fisherman needs to buy a weight for his fishing pole. The store sells weights that are available in 0.5 kg, 0.6 kg, and 0.7 kg. The fisherman wants to buy the lightest weight the store sells. Explain which weight the fisherman would buy.

3 A truck driver needs to rent some trucks to carry a total load of 4,000 kg. He is being offered three trucks: T1, T2, and T3. Their load-carrying capacities are as follows: T1 takes 1,500 kg, T2 takes 2,500 kg, and T3 takes 500 kg. If he wants to rent the least number of trucks possible, explain which truck or combination of trucks he would need to rent to meet the weight of his entire load.

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THINK TANK QUESTION DIRECTIONS: Use the information from the beakers below to complete the tasks.

Beaker 1

Beaker 2

Beaker 3

Beaker 4

Beaker 5

Part I: Estimate the volume of the liquid inside each beaker.

Beaker 1: _______________ Beaker 4: _______________ Beaker 2: _______________ Beaker 5: _______________ Beaker 3: _______________

Part II: If you pour the contents of Beaker 1 and Beaker 2 into an empty container, what will be the total amount of liquid inside the container? Show your complete solution.

Part III: What is the difference in the amount of liquid between Beaker 3 and Beaker 4?

Show your complete solution.

Part IV: If you wanted to pour 4 times the amount of liquid inside of Beaker 5 into an empty container, what would be the total amount of liquid inside the container? Show your complete solution.

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Four-STAR CHALLENGE - 3.MD.2 (3.MD.1.2) 1

Select all true statements below.

2

Jenny has 16 liters of soda. She spilled 4 liters. She has 12 liters left.

Lily weighs 60 kilograms. Her dog weighs 6 times less than she does.

Her dog weighs 54 kg.

Jack has 750 grams of chocolate. He put the same amount of g in each of 10 gift bags. Each gift bag has 75 g of chocolate.

Al has 150 liters of green detergent and 200 l of blue detergent. He has 350 l of detergent in all.

3

Lita works at a restaurant. She uses liters to measure the volume of a menu item. Which menu item would be best measured using liters?

A a

B

5

RICE

Ali has to lift a total of 100 kilograms of cans. The cans are in 4 equal piles.

There are 20 kg of cans in each pile Herbert has 67 grams of gravel. He will use 28 g at work. He will have 39 g left.

Lucy is making 200 liters of punch at work every day. After 5 days, she made 1,000 l of punch.

Vincent lifted 45 kilograms of weights yesterday. Today, he lifted 19 kg more than yesterday. He lifted 54 kg today.

4

Ca

D a

A bathtub holds 27 liters of water.

Khan uses a 3-liter container to fill the bathtub. How many times does Khan have to fill the 3-liter container in order to fill the bathtub? Grid your answer.

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Select all true statements below.

6

Ira received 3 gift boxes. The boxes had masses of 9 kilograms, 14 kilograms, and 7 kilograms. What is the total mass of the 3 boxes?

A a

29 kilograms

B

30 kilograms

Ca

45 kilograms

D a

57 kilograms

Wei sold a total of 40 liters of apple juice in 8 hours. The same amount of apple juice was sold each hour. How many liters of apple juice were sold each hour? Grid your answer.

7

Identify the amount of liquid inside the beakers.

A.

B.

Amount: _______________

C.

Amount: _______________

D. Amount: _______________

8

Amount: _______________

Solve the word problems. Show your complete solution.

A. Linda has 15 cups of milk and 20 cups B. George bought 18 liters of soda for his of flour to add to the wedding cake party. While he was pouring drinks, he batter. Give the steps needed to find spilled 11 liters. Give the steps needed how many cups of ingredients will be to find how much soda is left to serve, added to the batter, then solve. then solve.

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