- Texas Go Math
- Big Ideas Math
- Engageny Math
- McGraw Hill My Math
- enVision Math
- 180 Days of Math
- Math in Focus Answer Key
- Math Expressions Answer Key
- Privacy Policy
McGraw Hill My Math Grade 3 Chapter 2 Lesson 6 Answer Key Use Models to Add
All the solutions provided in McGraw Hill Math Grade 3 Answer Key PDF Chapter 2 Lesson 6 Use Models to Add will give you a clear idea of the concepts.
McGraw-Hill My Math Grade 3 Answer Key Chapter 2 Lesson 6 Use Models to Add
Use a place-value chart and base-ten blocks to model three-digit addition with regrouping. To regroup means to rename a number using place value.
Check for Reasonableness Ask yourself if the answer makes sense. Is your answer reasonable? 301 is close to the estimate of 300. It makes sense. The answer is reasonable.
Talk About It
Question 1. Explain how you know when you need to regroup. Answer: Regrouping in math is when you make groups of ten when performing operations such as addition or subtraction. This typically takes place when you work with double digits. Explanation: In the above example 10 ones are regrouped as one ten.
Question 2. Mathematical PRACTICE 6 Be Precise Why were the ones and tens regrouped? Answer: Regrouping is the current term for carrying in addition and borrowing in subtraction. In both operations, it simply means that either a ten is changing or a group of ones is changing. Explanation: In the above example 10 ones are regrouped as one ten and 10 tens are regrouped as one hundred.
Question 3. Tell whether or not you need to regroup when finding the sum of 147 and 214. Explain. Answer: Yes we need to regroup when finding the sum of 147 and 214. Explanation: 10 ones are regrouped as one ten 147 + 214 = 361
Practice It
Use models to add. Draw the sum.
Use base-ten blocks, the table, and the information below to solve each problem.
Question 10. How many miles did the Smith family travel from Chicago, IL, to Memphis, TN? Write a number sentence. ____ + ____ = ____ total miles Answer: 181 + 464 = 645 Explanation: Chicago to Indianapolis they travelled 181 miles Indianapolis to Memphis they travelled 464 miles so total they travelled 645 miles
Question 11. To the nearest hundred, about how many miles did the Smith family travel round trip? ____ miles + ____ miles = ____ miles round trip Answer: To the nearest hundred , they travelled 600 miles. Explanation: total they travelled 645 miles. the nearest hundred of 645 is 600 miles.
Question 12. Mathematical PRACTICE 4 Model Math The Smith family spent a total of $2,345 on travel expenses and $500 on gasoline. About how much money did they spend altogether? Round to the nearest hundred. $____ + $___ = $_____ Answer: Total money they spend altogether is $2845 Explanation: Smith family spent a total of $2,345 on travel expenses $500 on gasoline $2345 + $500 = $2845 the nearest hundred of $2845 is $2800
Write About It
Question 13. How do I know if I need to regroup when finding a sum? Answer: When adding numbers, if the sum of the two numbers you are adding together is more than 20, you will need to regroup. Explanation: If you’re adding 7 + 5 you can make a ten by swapping the 7 and the 5. This is called regrouping.
McGraw Hill My Math Grade 3 Chapter 2 Lesson 6 My Homework Answer Key
Draw place-value blocks to show the sum.
Problem Solving
Question 4. Mathematical PRACTICE 4 Model Math Luisa has 183 pennies. Her dad gives her 128 more. Write a number sentence to show how many pennies Luisa has now. Answer: Luisa has 311 pennies. Explanation: Luisa has 183 pennies Her dad gives her 128 more 183 + 128 = 311 total pennies Luisa has now is 311
Question 5. Jonah has read 265 pages. He has 147 more to read How many pages will he read in all? Answer: Total number of pages Jonah will read is 412 Explanation: Jonah has read 265 pages. He has to read more 147 pages 265 + 147 = 412 Jonah will read 412 pages in all.
Vocabulary Check
Choose the correct word to complete each sentence. reasonable regroup sum
Question 6. ____ means to rename a number using place value. Answer: regroup Explanation: regroup means to rename a number using place value
Question 7. The answer to an addition sentence is called the _____. Answer: Sum Explanation: The answer to an addition sentence is called the sum
Question 8. Estimate the exact answer before solving the problem to see if your answer is _____ Answer: reasonable Explanation: Estimate the exact answer before solving the problem to see if your answer is reasonable
Leave a Comment Cancel Reply
You must be logged in to post a comment.
If you're seeing this message, it means we're having trouble loading external resources on our website.
If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.
To log in and use all the features of Khan Academy, please enable JavaScript in your browser.
6th grade (Illustrative Mathematics)
Unit 1: area and surface area, unit 2: introducing ratios, unit 3: unit rates and percentages, unit 4: dividing fractions, unit 5: arithmetic in base ten, unit 6: expressions and equations, unit 7: rational numbers, unit 8: data sets and distribution.
- Inspiration
| Place Value | ||
| Place Value | ||
| Read and Write Multi-Digit Numbers | ||
| Read and Write Multi-Digit Numbers | ||
| Compare Numbers | ||
| Compare Numbers | ||
| Order Numbers | ||
| Order Numbers | ||
| Use Place Value to Round | ||
| Use Place Value to Round | ||
| Problem-Solving Investigation | ||
| Problem-Solving Investigation | ||
| Addition Properties and Subtraction Rules | ||
| Addition Properties and Subtraction Rules | ||
| Addition and Subtraction Patterns | ||
| Addition and Subtraction Patterns | ||
| Add and Subtract Mentally | ||
| Add and Subtract Mentally | ||
| Estimate Sums and Differences | ||
| Estimate Sums and Differences | ||
| Add Whole Numbers | ||
| Add Whole Numbers | ||
| Subtract Whole Numbers | ||
| Subtract Whole Numbers | ||
| Subtract Across Zero | ||
| Subtract Across Zero | ||
| Problem-Solving Investigation Strategy: Draw a Diagram | ||
| Problem-Solving Investigation Strategy: Draw a Diagram | ||
| Solve Multi-Step Word Problems | ||
| Solve Multi-Step Word Problems | ||
| Relate Multiplication and Division | ||
| Relate Multiplication and Division | ||
| Relate Division and Subtraction | ||
| Relate Division and Subtraction | ||
| Multiplication as Comparison | ||
| Multiplication as Comparison | ||
| Compare to Solve Problems | ||
| Compare to Solve Problems | ||
| Multiplication Properties and Division Rules | ||
| Multiplication Properties and Division Rules | ||
| The Associative Property of Multiplication | ||
| The Associative Property of Multiplication | ||
| Factors and Multiples | ||
| Factors and Multiples | ||
| Problem-Solving Investigation Strategy: Reasonable Answers | ||
| Problem-Solving Investigation Strategy: Reasonable Answers | ||
| Multiples of 10, 100, and 1,000 | ||
| Multiples of 10, 100, and 1,000 | ||
| Round to Estimate Products | ||
| Round to Estimate Products | ||
| Hands On: Use Place Value to Multiply | ||
| Hands On: Use Place Value to Multiply | ||
| Hands On: Use Models to Multiply | ||
| Hands On: Use Models to Multiply | ||
| Multiply by a Two-Digit Number | ||
| Multiply by a Two-Digit Number | ||
| Hands On: Model Regrouping | ||
| Hands On: Model Regrouping | ||
| The Distributive Property | ||
| The Distributive Property | ||
| Multiply with Regrouping | ||
| Multiply with Regrouping | ||
| Multiply by a Multi-Digit Number | ||
| Multiply by a Multi-Digit Number | ||
| Problem Solving: Estimate or Exact Answer | ||
| Problem Solving: Estimate or Exact Answer | ||
| Multiply Across Zeros | ||
| Multiply Across Zeros | ||
| Multiply by Tens | ||
| Multiply by Tens | ||
| Estimate Products | ||
| Estimate Products | ||
| Hands On: Use the Distributive Property to Multiply | ||
| Hands On: Use the Distributive Property to Multiply | ||
| Multiply by a Two-Digit Number | ||
| Multiply by a Two-Digit Number | ||
| Solve Multi-Step Word Problems | ||
| Solve Multi-Step Word Problems | ||
| Problem Solving: Make a Table | ||
| Problem Solving: Make a Table | ||
| Divide Multiples of 10, 100, and 1,000 | ||
| Divide Multiples of 10, 100, and 1,000 | ||
| Estimate Quotients | ||
| Estimate Quotients | ||
| Hands On: Use Place Value to Divide | ||
| Hands On: Use Place Value to Divide | ||
| Problem Solving: Make a Model | ||
| Problem Solving: Make a Model | ||
| Divide with Remainders | ||
| Divide with Remainders | ||
| Interpret Remainders | ||
| Interpret Remainders | ||
| Place the First Digit | ||
| Place the First Digit | ||
| Hands On: Distributive Property and Partial Quotients | ||
| Hands On: Distributive Property and Partial Quotients | ||
| Divide Greater Numbers | ||
| Divide Greater Numbers | ||
| Quotients with Zeros | ||
| Quotients with Zeros | ||
| Solve Multi-Step Word Problems | ||
| Solve Multi-Step Word Problems | ||
| Nonnumeric Patterns | ||
| Nonnumeric Patterns | ||
| Numeric Patterns | ||
| Numeric Patterns | ||
| Sequences | ||
| Sequences | ||
| Problem Solving: Look for a Pattern | ||
| Problem Solving: Look for a Pattern | ||
| Addition and Subtraction Rules | ||
| Addition and Subtraction Rules | ||
| Multiplication and Division Rules | ||
| Multiplication and Division Rules | ||
| Order of Operations | ||
| Order of Operations | ||
| Hands On: Equations with Two Operations | ||
| Hands On: Equations with Two Operations | ||
| Equations with Multiple Operations | ||
| Equations with Multiple Operations | ||
| Factors and Multiples | ||
| Factors and Multiples | ||
| Prime and Composite Numbers | ||
| Prime and Composite Numbers | ||
| Hands On: Model Equivalent Fractions | ||
| Hands On: Model Equivalent Fractions | ||
| Equivalent Fractions | ||
| Equivalent Fractions | ||
| Simplest Form | ||
| Simplest Form | ||
| Compare and Order Fractions | ||
| Compare and Order Fractions | ||
| Use Benchmark Fractions to Compare and Order | ||
| Use Benchmark Fractions to Compare and Order | ||
| Problem Solving: Use Logical Reasoning | ||
| Problem Solving: Use Logical Reasoning | ||
| Mixed Numbers | ||
| Mixed Numbers | ||
| Mixed Numbers and Improper Fractions | ||
| Mixed Numbers and Improper Fractions | ||
| Hands On: Use Models to Add Like Fractions | ||
| Hands On: Use Models to Add Like Fractions | ||
| Add Like Fractions | ||
| Add Like Fractions | ||
| Hands On: Use Models to Subtract Like Fractions | ||
| Hands On: Use Models to Subtract Like Fractions | ||
| Subtract Like Fractions | ||
| Subtract Like Fractions | ||
| Problem Solving: Work Backward | ||
| Problem Solving: Work Backward | ||
| Add Mixed Numbers | ||
| Add Mixed Numbers | ||
| Subtract Mixed Numbers | ||
| Subtract Mixed Numbers | ||
| Hands On: Model Fractions and Multiplication | ||
| Hands On: Model Fractions and Multiplication | ||
| Multiply Fractions by Whole Numbers | ||
| Multiply Fractions by Whole Numbers | ||
| Hands On: Place Value Through Tenths and Hundredths | ||
| Hands On: Place Value Through Tenths and Hundredths | ||
| Tenths | ||
| Tenths | ||
| Hundredths | ||
| Hundredths | ||
| Hands On: Model Decimals and Fractions | ||
| Hands On: Model Decimals and Fractions | ||
| Decimals and Fractions | ||
| Decimals and Fractions | ||
| Use Place Value and Models to Add | ||
| Use Place Value and Models to Add | ||
| Compare and Order Decimals | ||
| Compare and Order Decimals | ||
| Problem Solving: Extra or Missing Information | ||
| Problem Solving: Extra or Missing Information | ||
| Customary Units of Length | ||
| Customary Units of Length | ||
| Convert Customary Units of Length | ||
| Convert Customary Units of Length | ||
| Customary Units of Capacity | ||
| Customary Units of Capacity | ||
| Convert Customary Units of Capacity | ||
| Convert Customary Units of Capacity | ||
| Customary Units of Weight | ||
| Customary Units of Weight | ||
| Convert Customary Units of Weight | ||
| Convert Customary Units of Weight | ||
| Convert Units of Time | ||
| Convert Units of Time | ||
| Display Measurement Data in a Line Plot | ||
| Display Measurement Data in a Line Plot | ||
| Solve Measurement Problems | ||
| Solve Measurement Problems | ||
| Problem Solving: Guess, Check, and Revise | ||
| Problem Solving: Guess, Check, and Revise | ||
| Metric Units of Length | ||
| Metric Units of Length | ||
| Metric Units of Capacity | ||
| Metric Units of Capacity | ||
| Metric Units of Mass | ||
| Metric Units of Mass | ||
| Problem Solving: Make an Organized List | ||
| Problem Solving: Make an Organized List | ||
| Convert Metric Units | ||
| Convert Metric Units | ||
| Solve Measurement Problems | ||
| Solve Measurement Problems | ||
| Measure Perimeter | ||
| Measure Perimeter | ||
| Problem Solving: Solve a Simpler Problem | ||
| Problem Solving: Solve a Simpler Problem | ||
| Hands On: Model Area | ||
| Hands On: Model Area | ||
| Measure Area | ||
| Measure Area | ||
| Relate Area and Perimeter | ||
| Relate Area and Perimeter | ||
| Draw Points, Lines, and Rays | ||
| Draw Points, Lines, and Rays | ||
| Draw Parallel and Perpendicular Lines | ||
| Draw Parallel and Perpendicular Lines | ||
| Hands On: Model Angles | ||
| Hands On: Model Angles | ||
| Classify Angles | ||
| Classify Angles | ||
| Measure Angles | ||
| Measure Angles | ||
| Draw Angles | ||
| Draw Angles | ||
| Solve Problems with Angles | ||
| Solve Problems with Angles | ||
| Triangles | ||
| Triangles | ||
| Quadrilaterals | ||
| Quadrilaterals | ||
| Draw Lines of Symmetry | ||
| Draw Lines of Symmetry | ||
EL Education Curriculum
You are here.
- ELA 2019 G6:M2:U3:L1
Analyze a Model Problem-Solution Essay
In this lesson, daily learning targets, ongoing assessment.
- Technology and Multimedia
Supporting English Language Learners
Materials from previous lessons, new materials, closing & assessments, you are here:.
- ELA 2019 Grade 6
- ELA 2019 G6:M2
- ELA 2019 G6:M2:U3
Like what you see?
Order printed materials, teacher guides and more.
How to order
Help us improve!
Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it.
Leave feedback
Focus Standards: These are the standards the instruction addresses.
- RI.6.2, W.6.2, W.6.4, W.6.5, W.6.9b
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RI.6.1, RI.6.7
- I can find the gist of a model problem-solution essay. (RI.6.2)
- I can determine the purpose of a model problem-solution essay. (W.6.4)
- I can apply my knowledge of the Painted Essay® to analyze the structure of a model problem-solution essay. (W.6.2)
- Opening A: Entrance Ticket (RI.6.2)
- Work Time A: Annotated, color-coded Model Problem-Solution Essay (W.6.2, W.6.4, W.6.5, W.6.9b)
| Agenda | Teaching Notes |
|---|---|
| A. Engage the Learner - (5 minutes)
A. Analyze a Model - (25 minutes)
A. Debrief: Informative Writing Checklist - (15 minutes)
A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. | — Opening A: Students complete an entrance ticket in which they select sentences that convey main idea(s) in . — Work Time A: Students analyze the Model Problem-Solution Essay: “Bridges to Prosperity” and use the Painted Essay® structure to explore how the informative essay examines its topic and conveys ideas through the organization of relevant content. — Work Time A: Students analyze the Model Problem-Solution Essay: “Bridges to Prosperity” as an example of clear and coherent writing with attention to task, purpose, and audience. — Work Time A: With support, students develop and strengthen their writing by examining the structure of the Model Problem-Solution Essay: “Bridges to Prosperity” and using it to generate criteria for their own writing. — Work Time A: Students examine the Model Problem-Solution Essay: “Bridges to Prosperity” and locate the points made in the proof paragraphs. — Closing and Assessment A: Students participate in a debrief to compare elements of the Model Problem-Solution Essay against the Informative Writing checklist.
|
- Reread the Paint an Essay lesson plan to familiarize yourself with the color-coding and the purpose of each choice of color.
- Gather colored pencils or markers in red, blue, yellow, and green.
- Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
- Prepare copies of handouts for students, including the entrance ticket (see Materials list).
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time A: Display and play the TED Talk: Avery Bang: "Building Bridges and Connecting Communities" in its entirety to provide more context for the model essay.
Supports guided in part by CA ELD Standards 6.I.B.6, 6.I.B.7, 6.I.C.10, 6.I.C.11, 6.I.C.12, 6.II.A.1, 6.II.A.2, 6.II.C.6, and 6.II.C.7.
Important Points in the Lesson Itself
- To support ELLs, this lesson invites students to revisit the Painted Essay® structure, which they were first introduced to in Module 1. Paragraphs and/or sentences of Painted Essays® are color-coded according to the function they serve in an essay. Representing text structure visually is especially supportive for ELLs, as it allows them to more clearly identify relationships across an essay’s ideas without the pressure of interpreting detailed verbal descriptions. In this lesson, students use the familiar Painted Essay® structure to break down and orient themselves to a new essay type: the problem-solution essay.
- ELLs may find it challenging to analyze the Model Problem-Solution Essay: “Bridges to Prosperity” in the allotted time. Remind students that some of the content of this essay should be familiar to them, as they learned about the work of Bridges to Prosperity during the research mini lessons of Unit 2. Clarify that the goal of analyzing the model is not necessarily to understand every word (although a glossary in the ▲ version of the model is available to help close gaps in word understanding), but instead to recognize the purpose of sentences and paragraphs and how they relate to one another. Point out, too, that students will have opportunities throughout Unit 3 to revisit the model essay, piece by piece, for a closer look.
- Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
- Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
- Work to Contribute to a Better World anchor chart (one for display; from Module 1, Unit 3, Lesson 8, Closing and Assessment A)
- Paint an Essay lesson plan (for teacher reference) (from Module 1, Unit 2, Lesson 6, Work Time A)
- Criteria for Effective Informative Writing anchor chart (one for display; from Module 1, Unit 2, Lesson 8, Work Time B)
- The Boy Who Harnessed the Wind (text; one per student; from Module 2, Unit 1, Lesson 1, Work Time A)
- The Painted Essay® template (one per student; from Module 1, Unit 2, Lesson 6, Work Time A)
- Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
- Entrance Ticket: Unit 3, Lesson 1 (answers for teacher reference)
- Model Problem-Solution Essay: "Bridges to Prosperity" (example for teacher reference)
- Entrance Ticket: Unit 3, Lesson 1 (one per student)
- Model Problem-Solution Essay: “Bridges to Prosperity” (one per student and one for display)
- Model Problem-Solution Essay: “Bridges to Prosperity” ▲
- Colored pencils (red, yellow, blue, green; one of each per student)
- Informative Writing Checklist (one per student and one for display)
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
| Opening |
|---|
| . Refer to the for possible responses. Students will also need their anchor text, . and invite them to read the chart to themselves. Direct students to choose a habit of character to focus on as they work today. |
| Work Time | Levels of Support |
|---|---|
| or the ▲
and guide students through using these and their to color code their Model Problem-Solution Essay: “Bridges to Prosperity.” Refer to the and the as needed. As you read and discuss each part of the model, be sure to emphasize the following:
| for specific purposes (e.g., to circle all mentions of the word “bridge” or the acronym “B2P”). Use a timer to prompt students to move quickly, rather than read every word. Remind students that practicing skimming and scanning is a great way to increase decoding speed, which is critical for overall reading fluency. ▲. This resource features a glossary of key words from the model essay to support student comprehension. in Work Time A, to make sure that students understand the purpose of each paragraph in the essay, develop an additional task for students who need heavier support. Transform the list of seven bullets from Work Time A (i.e., “As you read and discuss each part of the model, be sure to emphasize the following”) into a fill-in-the-blank exercise to assess student comprehension. For example: that asks students who need heavier support to use their affix lists to deconstruct and interpret unfamiliar words in the model essay (e.g., connectivity; feasibility; standardized). |
| Closing |
|---|
| . Invite students to read the checklist to themselves. Direct students' attention to the . Remind students that they used this same checklist and anchor chart when they wrote a compare and contrast essay of the novel and film version of in Module 1.
|
| Homework |
|---|
| . |
Copyright © 2013-2024 by EL Education, New York, NY.
Get updates about our new K-5 curriculum as new materials and tools debut.
Help us improve our curriculum..
Tell us what’s going well, share your concerns and feedback.
Terms of use . To learn more about EL Education, visit eleducation.org
IMAGES
COMMENTS
McGraw Hill My Math Grade 3 Chapter 5 Lesson 6 My Homework Answer Key. Problem Solving. Question 1. Brandon spent $20 on school supplies. He bought five different items that each cost the same amount. How much did each item cost? Use a model to solve. Each item cost _____. Answer: $20 ÷ 5 = $4. Explanation: The cost spent on school supplies = $20
McGraw-Hill My Math Grade 3 Answer Key Chapter 2 Lesson 6 Use Models to Add. Use a place-value chart and base-ten blocks to model three-digit addition with regrouping. To regroup means to rename a number using place value. Build It. While on a trip, Rosa counted 148 red cars and 153 green cars. How many total cars did Rosa count? Find 148 + 153.
The model shows that 28 ÷ 7 = 4. So, Lucy can make 4 puzzles. Check Use multiplication to check. 4 × 7 = 28 So, the answer is correct. Lesson 6 Problem Solving: Use Models $4 Program: GMH CCM Component: SE PDF Pass Vendor: Quad Graphics Grade: 3 Lesson 6 My Homework 281 eHelp Operations and Algebraic Thinking 3.OA.4, 3.OA.7
6. means to rename a number using place value. 7. The answer to an addition sentence is called the . 8. Estimate the exact answer before solving the problem to see if your answer is . Vocabulary Check Draw place-value blocks to show the sum. 2. 632 + 354 = 3. 216 + 775 = Problem Solving 4. 4 Model Math Luisa has 183 pennies. Her dad
Lesson 6: Problem Solving Investigation: Solve a Simpler Problem Divide 4-digit numbers by 2-digit numbers: word problems 5 Chapter 5. Add and Subtract Decimals ... Lesson 6: Hands On: Use Models to Subtract Unlike Fractions Subtract fractions with unlike denominators using models Lesson 6: ...
Draw a model to help you find 3.25 S. 3 Who es, 2 tenths, and 5 hundredths 32 tenths and 5 hundredths 30 tenths and 25 hundredths What You Show Homework & practice 6-3 Use Models to Divide by a I-Digit Whole Number to make S What You Write 5 Think: Each equal share has 6 tenths and 5 hundredths. Leveled Practice In 1—8, divide. Use models to ...
Lesson 6 Problem Solving: Use the Four-Step Plan Homework Helper A six-digit number has a 2 in the thousands place, a 5 in the tens place, a 3 in the hundred thousands place, and zeros in each of the remaining places. What is the number? Use the four-step plan to solve this problem. Understand I know that there is a number with six digits.
Lesson 6 Problem Solving: Use the Four-Step Plan Problem Solving 1. Victoria buys two pairs of sunglasses for $8 each. About how much did she pay for both pairs of glasses? Round to the nearest ten. Solve the problem using the four-step plan. Homework Helper There were 418 tickets sold for Conrad's piano recital. About how many tickets were sold?
PROBLEM SOLVING Name Lesson 6.1 Problem Solving Model Division COMMON CORE STANDARD CC.3.OA.3 Represent and solve problems involving multiplication and division. Solve each problem. 1. Six customers at a toy store bought 18 jump ropes. Each customer bought the same number of jump ropes. How many jump ropes did each customer buy? 3 jump ropes 2.
oom use. Lesson 6 Problem-Solving Practice Slope and Similar Triangles 1. The slope of a roof line is also called the pitch. Find the pitch of the roof shown. y O x B A 2. A carpenter is building a set of steps for a bunk bed. The plan for the steps is shown below. Using points A and B, find the slope of the line up the steps. Then
Chapter 6 305 3 jump ropes Problem Solving • Model Division COMMON CORE STANDARD—3.OA.A.3 Represent and solve problems involving multiplication and division. 5. WRITE Math Write a word problem about equal groups and act it out to solve. Lesson 6.1 Practice and Homework
1. Fill in the table by selecting the correct answers for each. Study with Quizlet and memorize flashcards containing terms like 1. Fill in the table by selecting the correct answers for each., 2. 4sin (2π/3x), 3. 3sin (2π/3πx) and more.
Lesson 6 Problem-Solving Practice Equations in y = mx + b Form For Exercises 1 and 2, use the following information. Ace Car Rentals charges $20 per day plus a $10 service charge to rent one of its compact cars. The total cost can be represented by the equation y = 20x + 10, where x is the number of days and y is the total cost. 1. Graph the ...
Unit 6: Expressions and equations. Unit mastery: 0%. Lesson 1: Tape diagrams and equations: Expressions and equations Lesson 2: Truth and equations: Expressions and equations Lesson 3: Staying in balance: Expressions and equations Lesson 4: Practice solving equations and representing situations with equations: Expressions and equations Lesson 5 ...
3•1Homework Helper. G3-M1-Lesson 1. 1. Solve each number sentence. 2. Circle the picture that shows 3 × 2. I know this picture shows equal groups because each group has the same number of triangles. There are 3 equal groups of 4 triangles. 3 groups of 4 = 𝟏𝟏𝟏𝟏 3 fours = 𝟏𝟏𝟏𝟏 4 + 4 + 4 = 𝟏𝟏𝟏𝟏 3 × 4 ...
Lesson 6: Problem Solving: Make a Table Lesson 6: Problem Solving: Make a Table 6 Chapter 6. Divide by a One-Digit Number ... Lesson 4: Problem Solving: Make a Model 1. Divide 2-digit numbers by 1-digit numbers: word problems Lesson 5: Divide with Remainders 1. Divide 2-digit numbers by 1-digit numbers: quotients up to 10 ...
Use repeated subtraction to divide. 63 ÷ 9 = Algebra Use the inverse operation to find each unknown. 5. 16 ÷ 8 = ÷ × 8 = 16 = 6. 9 = 4 4 × 9 = = 7. 64 ÷ 8 = × 8 = 64 = Problem Solving 2 Use Algebra For Exercises 8 and 9, write a division sentence with a symbol for the unknown. Then solve. 8. Michael, the chef, has 18 pineapple slices to ...
Problem 1: Use an area model to show that . T: Draw an area model representing 1 whole, and then shade ... Some problems do not specify a method for solving. Students solve these problems using the ... NYS COMMON CORE MATHEMATICS CURRICULUM esson 6 Homework •L 5 Lesson 6: Decompose fractions using area models to show equivalence. Date: ...
Use models if needed. 17. GEOMETRY A rectangle has side lengths of (3x + 6) inches and (2x - 4) inches. Write an expression to represent the perimeter of the rectangle. Then find the value of x if the perimeter is 94 inches. 18. CRUISE SHIPS The table shows the number of cruise ships in a harbor on various days.
A. Analyze a Model - W.6.4 (25 minutes) Distribute and display the Model Problem-Solution Essay: "Bridges to Prosperity" or the Model Problem-Solution Essay: "Bridges to Prosperity." . Invite students to follow along, reading silently in their heads as you read the model aloud. Using a total participation technique, invite responses ...
Write the division sentence shown by the model. 1. Lesson 3 My Homework 345 ... Write the division sentence shown by the model. 2. Problem Solving Use models to find each quotient. Draw the equal groups. 3. There are 70 cards. Each person gets 5 cards. How many people are there? 70 ÷ 5 = There are people. 4. 2 Reason There are 83 apples.
Practice and Homework Lesson 6.8 COMMON CORE STANDARDS—1.NBT.B.2a, 1.NBT.B.3 Understand place value. Chapter 6 three hundred seventy-seven 377 Problem Solving • Show Numbers in Different Ways Use to show the number two different ways. Draw both ways. 1. 62 2. 38 3. Math Draw to show 55 three different ways.