Learn

Eureka Math
®

Grade 3
Modules 1 & 2
TEKS EDITION
Great Minds® is the creator of Eureka Math®, Wit & Wisdom®, Alexandria Plan™, and PhD Science®.

Published by Great Minds PBC

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© 2020 Great Minds PBC. Except where otherwise noted, this content is published under a limited
license with the Texas Education Agency. Use is limited to noncommercial educational purposes. Where
indicated, teachers may copy pages for use by students in their classrooms. For more information,
visit http://gm.greatminds.org/texas.

Printed in the USA

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ISBN 978-1-63642-859-8
 Learn ♦ Practice ♦ Succeed
Eureka Math®​student materials for A Story of Units​® (K–5) are available in the Learn, Practice, Succeed​
trio. This series supports differentiation and remediation while keeping student materials organized and
accessible. Educators will find that the Learn, Practice,​ and Succeed​series also offers coherent—and
therefore, more effective—resources for Response to Intervention (RTI), extra practice, and
summer learning.

Learn
Eureka Math Learn​serves as a student’s in-class companion where they show their thinking, share what
they know, and watch their knowledge build every day. Learn​assembles the daily classwork—Application
Problems, Exit Tickets, Problem Sets, templates—in an easily stored and navigated volume.

Practice
Each Eureka Math​lesson begins with a series of energetic, joyous fluency activities, including those
found in Eureka Math Practice.​Students who are fluent in their math facts can master more material more
deeply. With Practice,​students build competence in newly acquired skills and reinforce previous learning
in preparation for the next lesson.

Together, Learn​ and Practice​provide all the print materials students will use for their core math
instruction.

Succeed
Eureka Math Succeed​enables students to work individually toward mastery. These additional problem
sets align lesson by lesson with classroom instruction, making them ideal for use as homework or extra
practice. Each problem set is accompanied by a Homework Helper, a set of worked examples that
illustrate how to solve similar problems.

Teachers and tutors can use Succeed​books from prior grade levels as curriculum-consistent tools for
filling gaps in foundational knowledge. Students will thrive and progress more quickly as familiar models
facilitate connections to their current grade-level content.
Students, families, and educators:​
Thank you for being part of the Eureka Math®​community, where we celebrate the joy, wonder, and thrill
of mathematics.

In the Eureka Math​classroom, new learning is activated through rich experiences and dialogue. The
Learn​book puts in each student’s hands the prompts and problem sequences they need to express and
consolidate their learning in class.

What is in the​Learn book?​

Application Problems:​Problem solving in a real-world context is a daily part of Eureka Math.​ Students
build confidence and perseverance as they apply their knowledge in new and varied situations. The
curriculum encourages students to use the RDW process—Read the problem, Draw to make sense
of the problem, and Write an equation and a solution. Teachers facilitate as students share their work and
explain their solution strategies to one another.

Problem Sets:​A carefully sequenced Problem Set provides an in-class opportunity for independent
work, with multiple entry points for differentiation. Teachers can use the Preparation and Customization
process to select “Must Do” problems for each student. Some students will complete more problems than
others; what is important is that all students have a 10-minute period to immediately exercise what they’ve
learned, with light support from their teacher.

Students bring the Problem Set with them to the culminating point of each lesson: the Student Debrief.
Here, students reflect with their peers and their teacher, articulating and consolidating what they
wondered, noticed, and learned that day.

Exit Tickets:​Students show their teacher what they know through their work on the daily Exit Ticket. This
check for understanding provides the teacher with valuable real-time evidence of the efficacy of that day’s
instruction, giving critical insight into where to focus next.

Templates:​From time to time, the Application Problem, Problem Set, or other classroom activity requires
that students have their own copy of a picture, reusable model, or data set. Each of these templates
is provided with the first lesson that requires it.

Where can I learn more about​Eureka Math resources?​

The Great Minds® team is committed to supporting students, families, and educators with an ever-growing
library of resources, available at gm.greatminds.org/math-for-texas. The website also offers inspiring
stories of success in the Eureka Math​community. Share your insights and accomplishments with fellow
users by becoming a Eureka Math​ Champion.

Best wishes for a year filled with aha moments!

Jill Diniz
Director of Mathematics
Great Minds
 The Read–Draw–Write Process
The Eureka Math​curriculum supports students as they problem-solve by using a simple, repeatable
process introduced by the teacher. The Read–Draw–Write (RDW) process calls for students to
1. Read the problem.
2. Draw and label.
3. Write an equation.
4. Write a word sentence (statement).

Educators are encouraged to scaffold the process by interjecting questions such as

■​ What do you see?
■​ Can you draw something?
■​ What conclusions can you make from your drawing?

The more students participate in reasoning through problems with this systematic, open approach, the
more they internalize the thought process and apply it instinctively for years to come.
Learn Grade 3 Modules 1 & 2

Contents
Module 1: P
 roperties of Multiplication and Division and Solving
Problems with Units of 2–5 and 10
Topic A: Multiplication and the Meaning of the Factors
Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Topic B: Division as an Unknown Factor Problem

Lesson 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Lesson 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Topic C: Multiplication Using Units of 2 and 3

Lesson 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Topic D: Division Using Units of 2 and 3

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Lesson 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Lesson 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Topic E: Multiplication and Division Using Units of 4

Lesson 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Lesson 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Lesson 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Topic F: Distributive Property and Problem Solving Using Units of 2–5 and 10
Lesson 18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson 19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lesson 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Lesson 21. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
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Grade 3 Modules 1 & 2 Learn

Module 2: Place Value and Problem Solving with Units of Measure

Topic A: Time Measurement and Problem Solving

Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Lesson 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Topic B: Measuring Weight and Liquid Volume in Metric Units

Lesson 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Lesson 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Lesson 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Lesson 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Lesson 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Lesson 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Topic C: Place Value and Comparing Multi-Digit Whole Numbers

Lesson 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Lesson 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Topic D: Rounding to the Nearest Ten, Hundred, Thousand, and Ten Thousand
Lesson 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Lesson 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Lesson 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Lesson 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Topic E: Two- and Three-Digit Measurement Addition Using the Standard Algorithm
Lesson 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Lesson 18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Lesson 19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247

Topic F: Two- and Three-Digit Measurement Subtraction Using the Standard Algorithm
Lesson 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Lesson 21. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Lesson 22. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Lesson 23. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

ii © Great Minds PBC TEKS Edition |

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­­­­ rade 3
G
Module 1
 A STORY OF UNITS – TEKS EDITION Lesson 1 Application Problem 3•1

Understand equal groups of​as multiplication.

Math club is offered to all third and fourth graders. There are 83 third graders and 76 fourth graders
in math club. How many total students are in math club?

Read​ Draw​ Write​

Lesson 1: Understand equal groups of​as multiplication.

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 A STORY OF UNITS – TEKS EDITION Lesson 1 Problem Set 3•1

Name      Date     

1. Fill in the blanks to make true statements.

a. 3 groups of five =​           b. 3 +​3 +​3 +​3 +​3 =​                         

3 fives =​           5 groups of three =​                         

3 ×​5 =​           5 ×​3 =​                     

c. 6 +​6 +​6 +​6 =​                         

                groups of six =​                         

4 ×​                 =​                      

d. 4 +​         +​          +​          +​          +​          =​                          

6 groups of                   =​                          

6 ×​                 =​                      

Lesson 1: Understand equal groups of​as multiplication.

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 A STORY OF UNITS – TEKS EDITION Lesson 1 Problem Set 3•1

2. The picture below shows 2 groups of apples. Does the picture show 2 ×​3? Explain why or why not.

3. Draw a picture to show 2 ×​3 =​6.

4. Caroline, Brian, and Marta share a box of chocolates. They each get the same amount. Circle the
chocolates below to show 3 groups of 4. Then, write a repeated addition sentence and a multiplication
sentence to represent the picture.

Lesson 1: Understand equal groups of​as multiplication.

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 A STORY OF UNITS – TEKS EDITION Lesson 1 Exit Ticket 3•1

Name      Date     

1. The picture below shows 4 groups of 2 slices of watermelon. Fill in the blanks to make true repeated
addition and multiplication sentences that represent the picture.

2 +​           +​           +​           =​                         

    4 ×​              =​                       

2. Draw a picture to show 3 +​3 +​3 =​9. Then, write a multiplication sentence to represent the picture.

Lesson 1: Understand equal groups of​as multiplication.

7

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 A STORY OF UNITS – TEKS EDITION Lesson 2 Application Problem 3•1

Relate multiplication to the array model.

Jordan uses 3 lemons to make 1 pitcher of lemonade. He makes 4 pitchers. How many lemons does
he use altogether?

Read​ Draw​ Write​

Lesson 2: Relate multiplication to the array model.

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 A STORY OF UNITS – TEKS EDITION Lesson 2 Problem Set 3•1

Name      Date     

Use the arrays below to answer each set of questions.

1. a. How many rows of cars are there?                       

b. How many cars are there in each row?                       

2. a. What is the number of rows?                       

b. What is the number of objects in each row?                       

3. a. There are 4 spoons in each row. How many spoons are in 2 rows?                  

b. Write a multiplication expression to describe the array.                                             

4. a. There are 5 rows of triangles. How many triangles are in each row?                      

b. Write a multiplication expression to describe the total number of triangles.

                                            

Lesson 2: Relate multiplication to the array model.

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 A STORY OF UNITS – TEKS EDITION Lesson 2 Problem Set 3•1

5. The dots below show 2 groups of 5.

a. Redraw the dots as an array that shows 2 rows of 5.

b. Compare the drawing to your array. Write at least 1 reason why they are the same
and 1 reason why they are different.

6. Emma collects rocks. She arranges them in 4 rows of 3. Draw Emma’s array to show how many rocks she
has altogether. Then, write a multiplication equation to describe the array.

7. Joshua organizes cans of food into an array. He thinks, “My cans show 5 ×​3!” Draw Joshua’s array to find
the total number of cans he organizes.

Lesson 2: Relate multiplication to the array model.

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 A STORY OF UNITS – TEKS EDITION Lesson 2 Exit T­ic­ke­t 3•1

Name      Date     

1. a. There are 4 rows of stars. How many stars are in each row?                            

b. Write a multiplication equation to describe the array.                                       

2. Judy collects seashells. She arranges them in 3 rows of 6. Draw Judy’s array to show how many seashells
she has altogether. Then, write a multiplication equation to describe the array.

Lesson 2: Relate multiplication to the array model.

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 A STORY OF UNITS – TEKS EDITION Lesson 2 Template 3•1

threes array

Lesson 2: Relate multiplication to the array model.

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 A STORY OF UNITS – TEKS EDITION Lesson 3 Application Problem 3•1

Interpret the meaning of factors—the size of the group or the number 17 of groups.

Robbie sees that a carton of eggs shows an array with 2 rows of 6 eggs. What is the total number of
eggs in the carton?

Read​ Draw​ Write​

Lesson 3: Interpret the meaning of factors—the size of the group or the number
of groups.
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 A STORY OF UNITS – TEKS EDITION Lesson 3 Problem Set 3•1

Name      Date     

Solve Problems 1–4 using the pictures provided for each problem.

1. There are 5 flowers in each bunch. How many flowers are in 4 bunches?

a. Number of groups:                          Size of each group:                              

b. 4 ×​5 =​                       

c. There are                       flowers altogether.

2. There are                  candies in each box. How many candies are in 6 boxes?

a. Number of groups:                          Size of each group:                              

b. 6 ×​                         =​                        

c. There are                       candies altogether.

3. There are 4 oranges in each row. How many oranges are there in               rows?

a. Number of rows:                       Size of each row:                      

b.                       ×​4 =​                     

c. There are                       oranges altogether.

Lesson 3: Interpret the meaning of factors—the size of the group or the number
of groups.
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 A STORY OF UNITS – TEKS EDITION Lesson 3 Problem Set 3•1

4. There are                       loaves of bread in each row. How many loaves of bread are there in 5 rows?

a. Number of rows:                       Size of each row:                 

b.                       ×​                       =​                      

c. There are                       loaves of bread altogether.

5. a. Write a multiplication equation for the array shown below.

b. Draw a number bond for the array where each part represents the amount in one row.

6. Draw an array using factors 2 and 3. Then, show a number bond where each part represents the amount
in one row.

Lesson 3: Interpret the meaning of factors—the size of the group or the number
20 of groups.

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 A STORY OF UNITS – TEKS EDITION Lesson 3 Exit Ticket 3•1

Name      Date     

Draw an array that shows 5 rows of 3 squares. Then, show a number bond where each part represents the
amount in one row.

Lesson 3: Interpret the meaning of factors—the size of the group or the number
of groups.
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 A STORY OF UNITS – TEKS EDITION Lesson 4 Application Problem 3•1

The student council holds a meeting in Mr. Chang’s classroom. They arrange the chairs in 3 rows of 5.
How many chairs are used in all?

Read​ Draw​ Write​

Lesson 4: Understand the meaning of the unknown as the size of the group in
division.
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 A STORY OF UNITS – TEKS EDITION Lesson 4 Problem Set 3•1

Name Date

1. 2.

14 flowers are divided into 2 equal groups. 28 books are divided into 4 equal groups.
There are flowers in each group. There are books in each group.

3. 4.

30 apples are divided into equal cups are divided into equal groups.
groups.
There are cups in each group.
There are apples in each group.
12 ÷ 2 =

5. 6.

There are toys in each group. 9÷3=

15 ÷ 3 =

Lesson 4: Understand the meaning of the unknown as the size of the group in
division.
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 A STORY OF UNITS – TEKS EDITION Lesson 4 Problem Set 3•1

7. Audrina has 24 colored pencils. She puts them in 4 equal groups. How many colored pencils are in each
group?

There are                 colored pencils in each group.

24 ÷ 4 =​               

8. Charlie picks 20 apples. He divides them equally between 5 baskets. Draw the apples in each basket.

There are                            apples in each basket.

20 ÷                        =​                       

9. Chelsea collects butterfly stickers. The picture shows how she placed them in her
book. Write a division sentence to show how she equally grouped her stickers.

There are                            butterflies in each row.

                       ÷                        =​                       

Lesson 4: Understand the meaning of the unknown as the size of the group in
26 division.

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 A STORY OF UNITS – TEKS EDITION Lesson 4 Exit Ticket 3•1

Name      Date     

1. There are 16 glue sticks for the class. The teacher divides them into 4 equal groups. Draw the number of
glue sticks in each group.

There are                          glue sticks in each group.

16 ÷                        =​                       

2. Draw a picture to show 15 ÷ 3. Then, fill in the blank to make a true division sentence.

15 ÷ 3 =​                      

Lesson 4: Understand the meaning of the unknown as the size of the group in
division.
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 A STORY OF UNITS – TEKS EDITION Lesson 5 Application Problem 3•1

Understand the meaning of the unknown as the number of groups in division.

Stacey has 18 bracelets. After she organizes the bracelets by color, she has 3 equal groups. How
many bracelets are in each group?

Read​ Draw​ Write​

Lesson 5: Understand the meaning of the unknown as the number of groups in

division.
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 A STORY OF UNITS – TEKS EDITION Lesson 5 Problem Set 3•1

Name Date

1. 2.

Divide 6 tomatoes into groups of 3. Divide 8 lollipops into groups of 2.

There are groups of 3 tomatoes. There are groups.

6÷3=2 8÷2=

3. 4.

Divide 10 stars into groups of 5. Divide the shells to show 12 ÷ 3 = ,

where the unknown represents the number of
groups.
10 ÷ 5 =

How many groups are there?

Lesson 5: Understand the meaning of the unknown as the number of groups in

division.
31

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 A STORY OF UNITS – TEKS EDITION Lesson 5 Problem Set 3•1

5. Rachel has 9 crackers. She puts 3 crackers in each bag. Circle the crackers to show Rachel’s bags.

a. Write a division sentence where the answer represents the number of Rachel’s bags.

b. Draw a number bond to represent the problem.

6. Jameisha has 16 wheels to make toy cars. She uses 4 wheels for each car.

a. Use a count-by to find the number of cars Jameisha can build. Make a drawing to match your
counting.

b. Write a division sentence to represent the problem.

Lesson 5: Understand the meaning of the unknown as the number of groups in

32 division.

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 A STORY OF UNITS – TEKS EDITION Lesson 5 Exit Ticket 3•1

Name      Date     

1. Divide 12 triangles into groups of 6.

12 ÷ 6 =​               

2. Spencer buys 20 strawberries to make smoothies. Each smoothie needs 5 strawberries. Use a count-by
to find the number of smoothies Spencer can make. Make a drawing to match your counting.

Lesson 5: Understand the meaning of the unknown as the number of groups in

division.
33

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 A STORY OF UNITS – TEKS EDITION Lesson 6 Application Problem 3•1

Interpret the unknown in division using the array model.

Twenty children play a game. There are 5 children on each team. How many teams play the game?
Write a division sentence to represent the problem.

Read​ Draw​ Write​

Lesson 6: Interpret the unknown in division using the array model.

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 A STORY OF UNITS – TEKS EDITION Lesson 6 Problem Set 3•1

Name      Date     

1. Rick puts 15 tennis balls into cans. Each can holds 3 balls. Circle groups of 3 to show the balls in each can.

Rick needs                cans.               ×​3 =​15

15 ÷ 3 =​              

2. Rick uses 15 tennis balls to make 5 equal groups. Draw to show how many tennis balls are in each group.

There are                tennis balls in each group. 5 ×​                =​15

15 ÷ 5 =​              

3. Use an array to model Problem 1.

a.               ×​3 =​15 b. 5 ×​               =​15

15 ÷ 3 =​                   15 ÷ 5 =​              

The number in the blanks represents     The number in the blanks represents
                                                                         .                                                                              .

Lesson 6: Interpret the unknown in division using the array model.

37

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 A STORY OF UNITS – TEKS EDITION Lesson 6 Problem Set 3•1

4. Deena makes 21 jars of tomato sauce. She puts 7 jars in each box to sell at the market. How many boxes
does Deena need?

21 ÷ 7 =​              

              ×​7 =​21

What is the meaning of the unknown factor and quotient?                                                                                     

5. The teacher gives the equation 4 ×​          =​12. Charlie finds the answer by writing and solving
12 ÷ 4 =​         . Explain why Charlie’s method works.

6. The blanks in Problem 5 represent the size of the groups. Draw an array to represent the equations.

Lesson 6: Interpret the unknown in division using the array model.

38

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 A STORY OF UNITS – TEKS EDITION Lesson 6 Exit Ticket 3•1

Name      Date     

Cesar arranges 12 notecards into rows of 6 for his presentation. Draw an array to represent the problem.

12 ÷ 6 =​              

              ×​6 =​12

What do the unknown factor and quotient represent?                                                                                                       

Lesson 6: Interpret the unknown in division using the array model.

39

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 A STORY OF UNITS – TEKS EDITION Lesson 7 Application Problem 3•1

Anna picks 24 flowers. She makes equal bundles of flowers and gives 1 bundle to each of her
7 friends. She keeps a bundle for herself too. How many flowers does Anna put in each bundle?

Read​ Draw​ Write​

Lesson 7: Demonstrate the commutativity of multiplication, and practice related

facts by skip-counting objects in array models.
41

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 A STORY OF UNITS – TEKS EDITION Lesson 7 Problem Set 3•1

Name      Date     

1. a. Draw an array that shows 6 rows of 2. 2. a. Draw an array that shows 2 rows of 6.

b. Write a multiplication sentence where the first b. Write a multiplication sentence where the first
factor represents the number of rows. factor represents the number of rows.

                   ×​​                   =​​                                      ×​​                   =​                   

3. a. Turn your paper to look at the arrays in Problems 1 and 2 in different ways. What is the same and
what is different about them?

b. Why are the factors in your multiplication sentences in a different order?

4. Write a multiplication sentence for each expression. You might skip-count to find the totals.

a. 6 twos:       6 ×​2 =​12       d. 2 sevens:                                    Extension:​

b. 2 sixes:                                e. 9 twos:                                       g. 11 twos:                                   

c. 7 twos:                                f. 2 nines:                                       h. 2 twelves:                                  

Lesson 7: Demonstrate the commutativity of multiplication, and practice related

facts by skip-counting objects in array models.
43

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 A STORY OF UNITS – TEKS EDITION Lesson 7 Problem Set 3•1

5. Write and solve multiplication sentences where the second factor represents the size of the row.

                                                                                                   

6. Ms. Nenadal writes 2 ×​7 =​7 ×​2 on the board. Do you agree or disagree? Draw arrays to help explain
your thinking.

7. Find the missing factor to make each equation true.

8. Jada gets 2 new packs of erasers. Each pack has 6 erasers in it.
a. Draw an array to show how many erasers Jada has altogether.

b. Write and solve a multiplication sentence to describe the array.

c. Use the commutative property to write and solve a different multiplication sentence for the array.

Lesson 7: Demonstrate the commutativity of multiplication, and practice related

44 facts by skip-counting objects in array models.

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 A STORY OF UNITS – TEKS EDITION Lesson 7 Exit Ticket 3•1

Name      Date     

2 ​×​ 5 ​=​ 5 ​×​ 2​

Do you agree or disagree with the statement in the box? Draw arrays and use skip-counting to explain your
thinking.

Lesson 7: Demonstrate the commutativity of multiplication, and practice related

facts by skip-counting objects in array models.
45

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 A STORY OF UNITS – TEKS EDITION Lesson 8 Application Problem 3•1

Demonstrate the commutativity of multiplication, and practice related facts by skip-counting objects in array models.

Children sit in 2 rows of 9 on the carpet for math time. Erin says, “We make 2 equal groups.”
Vittesh says, “We make 9 equal groups.” Who is correct? Explain how you know using
models, numbers, and words.

Read​ Draw​ Write​

Lesson 8: Demonstrate the commutativity of multiplication, and practice related

facts by skip-counting objects in array models.
47

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 A STORY OF UNITS – TEKS EDITION Lesson 8 Problem Set 3•1

Name      Date     

1. Draw an array that shows 5 rows of 3. 2. Draw an array that shows 3 rows of 5.

3. Write multiplication expressions for the arrays in Problems 1 and 2. Let the first factor in each expression
represent the number of rows. Use the commutative property to make sure the equation below is true.

4. Write a multiplication sentence for each expression. You might skip-count to find the totals. The first one
is done for you.

a. 2 threes:        2 ×​ 3 =​6                d. 4 threes:                                        g. 3 nines:                                       

b. 3 twos:                                          e. 3 sevens:                                       h. 9 threes:                                      

c. 3 fours:                                          f. 7 threes:                                         i. 10 threes:                                     

5. Find the unknowns that make the equations true. Then, draw a line to match related facts.

a. 3 +​3 +​3 +​3 +​3 =​           d. 3 ×​8 =​          

b. 3 ×​9 =​           e.                      =​5 ×​3

c. 7 threes +​1 three =​           f. 27 =​9 ×​          

Lesson 8: Demonstrate the commutativity of multiplication, and practice related

facts by skip-counting objects in array models.
49

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 A STORY OF UNITS – TEKS EDITION Lesson 8 Problem Set 3•1

6. Isaac picks 3 tangerines from his tree every day for 7 days.
a. Use circles to draw an array that represents the tangerines Isaac picks.

b. How many tangerines does Isaac pick in 7 days? Write and solve a multiplication sentence to find the
total.

c. Isaac decides to pick 3 tangerines every day for 3 more days. Draw x’s to show the new tangerines on
the array in Part (a).

d. Write and solve a multiplication sentence to find the total number of tangerines Isaac picks.

7. Sarah buys bottles of soap. Each bottle costs $2.

a. How much money does Sarah spend if she buys 3 bottles of soap?

                       ×​                        =​$                  

b. How much money does Sarah spend if she buys 6 bottles of soap?

                       ×​                        =​$                  

Lesson 8: Demonstrate the commutativity of multiplication, and practice related

50 facts by skip-counting objects in array models.

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 A STORY OF UNITS – TEKS EDITION Lesson 8 Exit Ticket 3•1

Name      Date     

Mary Beth organizes stickers on a page in her sticker book. She arranges them in 3 rows and 4 columns.

a. Draw an array to show Mary Beth’s stickers.

b. Use your array to write a multiplication sentence to find Mary Beth’s total number of stickers.

c. Label your array to show how you skip-count to solve your multiplication sentence.

d. Use what you know about the commutative property to write a different multiplication sentence for
your array.

Lesson 8: Demonstrate the commutativity of multiplication, and practice related

facts by skip-counting objects in array models.
51

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 A STORY OF UNITS – TEKS EDITION Lesson 9 Problem Set 3•1
Find related multiplication facts by adding and subtracting equal groups in array models.

Name      Date     

1. The team organizes soccer balls into 2 rows of 5. The coach adds 3 rows of 5 soccer balls. Complete the
equations to describe the total array.

a. (5 +​5) +​(5 +​5 +​5) =​                         

b. 2 fives +​             fives =​                          fives

c.                    ×​5 =​                         

2. 7 ×​2 =​                          3. 9 ×​2 =​                          

10 +​4 =​                           

                           ×​2 =​14

20 −​                            =​18

9 ×​2 =​                           

Lesson 9: Find related multiplication facts by adding and subtracting equal

groups in array models.
53

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 A STORY OF UNITS – TEKS EDITION Lesson 9 Problem Set 3•1

4. Matthew organizes his baseball cards in 4 rows of 3.

a. Draw an array that represents Matthew’s cards using an x to show each card.

b. Solve the equation to find Matthew’s total number of cards. 4 ×​3 =​             

5. Matthew adds 2 more rows. Use circles to show his new cards on the array in Problem 4(a).
a. Write and solve a multiplication equation to represent the circles you added to the array.

              ×​3 =​             

b. Add the totals from the equations in Problems 4(b) and 5(a) to find Matthew’s total cards.

              +​               =​18

c. Write the multiplication equation that shows Matthew’s total number of cards.

              ×​               =​18

Lesson 9: Find related multiplication facts by adding and subtracting equal

54 groups in array models.

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 A STORY OF UNITS – TEKS EDITION Lesson 9 Exit Ticket 3•1

Name      Date     

1. Mrs. Stern roasts cloves of garlic. She places 10 rows of two cloves on a baking sheet.

Write an equation to describe the number of cloves Mrs. Stern bakes.

                 ×​                  =​                 

2. When the garlic is roasted, Mrs. Stern uses some for a recipe. There are 2 rows of two garlic
cloves left on the pan.

a. Complete the equation below to show how many garlic cloves Mrs. Stern uses.

                 twos −​                 twos =​                 twos

b. 20 −​                 =​16

c. Write an equation to describe the number of garlic cloves Mrs. Stern uses.

                 ×​2 =​                

Lesson 9: Find related multiplication facts by adding and subtracting equal

groups in array models.
55

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 A STORY OF UNITS – TEKS EDITION Lesson 9 Template 3•1

threes array no fill

Lesson 9: Find related multiplication facts by adding and subtracting equal

groups in array models.
57

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 A STORY OF UNITS – TEKS EDITION Lesson 10 Application Problem 3•1

Model the distributive property with arrays to decompose units as a strategy to multiply.

A guitar has 6 strings. How many strings are there on 3 guitars? Write a multiplication equation to
solve.

Read​ Draw​ Write​

Lesson 10: Model the distributive property with arrays to decompose units as a
strategy to multiply.
59

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 A STORY OF UNITS – TEKS EDITION Lesson 10 Problem Set 3•1

Name      Date     

1. 7 ×​3 =​(5 ×​3) +​(2 ×​3) =​                       2. 8 ×​3 =​(4 ×​3) +​(4 ×​3) =​            

(5 × 3) + (2 × 3) = 15 + ________

15 + _______ = _______
(4 × 3) + (4 × 3) = ________ + ________

________ × 3 = ________

Lesson 10: Model the distributive property with arrays to decompose units as a
strategy to multiply.
61

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 A STORY OF UNITS – TEKS EDITION Lesson 10 Problem Set 3•1

3. Ruby makes a photo album. One page is shown below. Ruby puts 3 photos in each row.
a. Fill in the equations on the right. Use them to help you draw arrays that show the photos on the top
and bottom parts of the page.

b. Ruby calculates the total number of photos as shown below. Use the array you drew to help explain
Ruby’s calculation.
5 ​×​ 3 ​=​ 6 ​+​ 9 ​=​ 15​

Lesson 10: Model the distributive property with arrays to decompose units as a
62 strategy to multiply.

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 A STORY OF UNITS – TEKS EDITION Lesson 10 Exit Ticket 3•1

Name      Date     

1. 6 ×​3 =​              2. 7 ×​3 =​             

(4 × 3) + (2 × 3) = __________ + __________ (5 × 3) + (2 × 3) = __________ + __________

6 × 3 = __________ + __________ 7 × 3 = __________ + __________

_______ × 3 = _______ _______ × 3 = __________

Lesson 10: Model the distributive property with arrays to decompose units as a
strategy to multiply.
63

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 A STORY OF UNITS – TEKS EDITION Lesson 11 Application Problem 3•1

Rosie puts 2 lemon slices in each cup of iced tea. She uses a total of 8 slices. How many cups of iced
tea does Rosie make?

Read​ Draw​ Write​

Lesson 11: Model division as the unknown factor in multiplication using arrays
and strip diagrams.
65

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 A STORY OF UNITS – TEKS EDITION Lesson 11 Problem Set 3•1

Name      Date     

1. Mrs. Prescott has 12 oranges. She puts 2 oranges in each bag. How many bags does she have?

a. Draw an array where each column shows a bag of oranges.

                 ÷ 2 =​                

b. Redraw the oranges in each bag as a unit in the strip diagram. The first unit is done for you. As you
draw, label the diagram with known and unknown information from the problem.

2. Mrs. Prescott arranges 18 plums into 6 bags. How many plums are in each bag? Model the problem with
both an array and a labeled strip diagram. Show each column as the number of plums in each bag.

There are                  plums in each bag.

Lesson 11: Model division as the unknown factor in multiplication using arrays
and strip diagrams.
67

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 A STORY OF UNITS – TEKS EDITION Lesson 11 Problem Set 3•1

3. Fourteen shopping baskets are stacked equally in 7 piles. How many baskets are in each pile? Model the
problem with both an array and a labeled strip diagram. Show each column as the number of baskets in
each pile.

4. In the back of the store, Mr. Prescott packs 24 bell peppers equally into 8 bags. How many bell peppers
are in each bag? Model the problem with both an array and a labeled strip diagram. Show each column
as the number of bell peppers in each bag.

5. Olga saves $2 a week to buy a toy car. The car costs $16. How many weeks will it take her to save
enough to buy the toy?

Lesson 11: Model division as the unknown factor in multiplication using arrays
68 and strip diagrams.

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 A STORY OF UNITS – TEKS EDITION Lesson 11 Exit Ticket 3•1

Name      Date     

Ms. McCarty has 18 stickers. She puts 2 stickers on each homework paper and has no more left. How many
homework papers does she have? Model the problem with both an array and a labeled strip diagram.

Lesson 11: Model division as the unknown factor in multiplication using arrays
and strip diagrams.
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 A STORY OF UNITS – TEKS EDITION Lesson 12 Application Problem 3•1

Interpret the quotient as the number of groups or the number of objects in each group using units of 2.

A chef arranges 4 rows of 3 red peppers on a tray. He adds 2 more rows of 3 yellow peppers.
How many peppers are there altogether?

Read​ Draw​ Write​

Lesson 12: Interpret the quotient as the number of groups or the number of
objects in each group using units of 2.
71

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 A STORY OF UNITS – TEKS EDITION Lesson 12 Problem Set 3•1

Name      Date     

1. There are 8 birds at the pet store. Two birds are in each cage. Circle to show how many cages there are.

8 ÷ 2 =​                  

There are                    cages of birds.

2. The pet store sells 10 fish. They equally divide the fish into 5 bowls. Draw fish to find the number in each
bowl.

5 ×​                    =​10

10 ÷ 5 =​                  

There are                    fish in each bowl.

3. Match.

Lesson 12: Interpret the quotient as the number of groups or the number of
objects in each group using units of 2.
73

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 A STORY OF UNITS – TEKS EDITION Lesson 12 Problem Set 3•1

4. Laina buys 14 meters of ribbon. She cuts her ribbon into 2 equal pieces. How many meters long is each
piece? Label the strip diagram to represent the problem, including the unknown.

Each piece is                       meters long.

5. Roy eats 2 cereal bars every morning. Each box has a total of 12 bars. How many days will it take Roy to
finish 1 box?

6. Sarah and Emma equally share the cost of a present. The present costs $18. How much does Sarah pay?

Lesson 12: Interpret the quotient as the number of groups or the number of
74 objects in each group using units of 2.

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 A STORY OF UNITS – TEKS EDITION Lesson 12 Exit Ticket 3•1

Name      Date     

There are 14 mints in 1 box. Cecilia eats 2 mints each day. How many days does it take Cecilia to eat 1 box of
mints? Draw and label a strip diagram to solve.

It takes Cecilia                     days to eat 1 box of mints.

Lesson 12: Interpret the quotient as the number of groups or the number of
objects in each group using units of 2.
75

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 A STORY OF UNITS – TEKS EDITION Lesson 13 Application Problem 3•1

Interpret the quotient as the number of groups or the number of objects in each group using units of 3.

Mark spends $16 on 2 video games. Each game costs the same amount. Find the cost of each game.

Read​ Draw​ Write​

Lesson 13: Interpret the quotient as the number of groups or the number of
objects in each group using units of 3.
77

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 A STORY OF UNITS – TEKS EDITION Lesson 13 Problem Set 3•1

Name      Date     

1. Fill in the blanks to make true number sentences.

2. Mr. Lawton picks tomatoes from his garden. He divides the tomatoes into bags of 3.

a. Circle to show how many bags he packs. Then, skip-count to show the total number of tomatoes.

b. Draw and label a strip diagram to represent the problem.

                         ÷ 3 =​                              

Mr. Lawton packs                  bags of tomatoes.

Lesson 13: Interpret the quotient as the number of groups or the number of
objects in each group using units of 3.
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 A STORY OF UNITS – TEKS EDITION Lesson 13 Problem Set 3•1

3. Camille buys a sheet of stamps that measures 15 centimeters long. Each stamp is 3 centimeters long.
How many stamps does Camille buy? Draw and label a strip diagram to solve.

Camille buys               stamps.

4. Thirty third-graders go on a field trip. They are equally divided into 3 vans. How many students are in
each van?

5. Some friends spend $24 altogether on frozen yogurt. Each person pays $3. How many people buy frozen
yogurt?

Lesson 13: Interpret the quotient as the number of groups or the number of
80 objects in each group using units of 3.

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 A STORY OF UNITS – TEKS EDITION Lesson 13 Exit Ticket 3•1

Name      Date     

1. Andrea uses 21 apple slices to decorate pies. She puts 3 slices on each pie. How many pies does Andrea make?
Draw and label a strip diagram to solve.

2. There are 24 soccer players on the field. They form 3 equal teams. How many players are on each team?

Lesson 13: Interpret the quotient as the number of groups or the number of
objects in each group using units of 3.
81

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 A STORY OF UNITS – TEKS EDITION Lesson 14 Application Problem 3•1

Jackie buys 21 pizzas for a party. She places 3 pizzas on each table. How many tables are there?

Read​ Draw​ Write​

Lesson 14: Skip-count objects in models to build fluency with multiplication facts
using units of 4.
83

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 A STORY OF UNITS – TEKS EDITION Lesson 14 Problem Set 3•1

Name      Date     

1. Skip-count by fours. Match each answer to the appropriate expression.

Lesson 14: Skip-count objects in models to build fluency with multiplication facts
using units of 4.
85

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 A STORY OF UNITS – TEKS EDITION Lesson 14 Problem Set 3•1

2. Mr. Schmidt replaces each of the 4 wheels on 7 cars. How many wheels does he replace? Draw and label
a strip diagram to solve.

Mr. Schmidt replaces                          wheels.

3. Trina makes 4 bracelets. Each bracelet has 6 beads. Draw and label a strip diagram to show the total
number of beads Trina uses.

4. Find the total number of sides on 5 rectangles.

Lesson 14: Skip-count objects in models to build fluency with multiplication facts
86 using units of 4.

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 A STORY OF UNITS – TEKS EDITION Lesson 14 Exit Ticket 3•1

Name      Date     

Arthur has 4 boxes of chocolates. Each box has 6 chocolates inside. How many chocolates does Arthur have
altogether? Draw and label a strip diagram to solve.

Lesson 14: Skip-count objects in models to build fluency with multiplication facts
using units of 4.
87

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 A STORY OF UNITS – TEKS EDITION Lesson 14 Template 3•1

fours array

Lesson 14: Skip-count objects in models to build fluency with multiplication facts
using units of 4.
89

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 A STORY OF UNITS – TEKS EDITION Lesson 15 Application Problem 3•1

Relate arrays to tape diagrams to model the commutative property of multiplication.

A cell phone is about 4 inches long. About how long are 9 cell phones laid end to end?

Read​ Draw​ Write​

Lesson 15: Relate arrays to strip diagrams to model the commutative property of
multiplication.
91

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 A STORY OF UNITS – TEKS EDITION Lesson 15 Problem Set 3•1

Name      Date     

1. Label the strip diagrams and complete the equations. Then, draw an array to represent the problems.
a.
2 ×​4 =​             

4 ×​2 =​             

b.

              ×​4 =​             

4 ×​               =​              

c.

              ×​               =​28

              ×​               =​28

Lesson 15: Relate arrays to strip diagrams to model the commutative property of
multiplication.
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 A STORY OF UNITS – TEKS EDITION Lesson 15 Problem Set 3•1

2. Draw and label 2 strip diagrams to model why the statement in the box is true. 4 ​×​ 6 ​=​ 6 ​×​ 4​

3. Grace picks 4 flowers from her garden. Each flower has 8 petals. Draw and label a strip diagram to show
how many petals there are in total.

4. Michael counts 8 chairs in his dining room. Each chair has 4 legs. How many chair legs are there
altogether?

Lesson 15: Relate arrays to strip diagrams to model the commutative property of
94 multiplication.

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 A STORY OF UNITS – TEKS EDITION Lesson 15 Exit Ticket 3•1

Name      Date     

Draw and label 2 strip diagrams to show that 4 ×​3 =​3 ×​4. Use your diagrams to explain how you know the
statement is true.

Lesson 15: Relate arrays to strip diagrams to model the commutative property of
multiplication.
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 A STORY OF UNITS – TEKS EDITION Lesson 16 Application Problem 3•1

Use the distributive property as a strategy to find related multiplication facts.

Ms. Williams draws the array below to show the class seating chart. She sees the students in 4 rows
of 7 when she teaches at Board 1. Use the commutative property to show how Ms. Williams sees
the class when she teaches at Board 2.

Read​ Draw​ Write​

Lesson 16: Use the distributive property as a strategy to find related multiplication
facts.
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 A STORY OF UNITS – TEKS EDITION Lesson 16 Problem Set 3•1

Name      Date     

1. Label the array. Then, fill in the blanks below to make true number sentences.

a. 6 ​×​4 ​=​​          ​ b. 7 ​×​4 ​=​​            ​

(6 × 4 ) = (5 × 4) + (1 × 4) ( 7 × 4 ) = ( 5 × 4 ) + (2 × 4 )
= 20 + ______ = ______ + ______
= ________ = 28

c. 8 ​×​4 ​=​​          ​ d. 9 ​×​4 ​=​​          ​

( 8 × 4 ) = (5 × 4) + ( ___ × 4) (9 × 4 ) = (5 × 4) + ( ___ × 4)
= ______ + ______ =______ +______

= ______ = ______

Lesson 16: Use the distributive property as a strategy to find related multiplication
facts.
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 A STORY OF UNITS – TEKS EDITION Lesson 16 Problem Set 3•1

2. Match the equal expressions.

3. Nolan draws the array below to find the answer to the multiplication expression 10 ×​4. He says, “10 ×​4 is
just double 5 ×​4.” Explain Nolan’s strategy.

Lesson 16: Use the distributive property as a strategy to find related multiplication
100 facts.

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 A STORY OF UNITS – TEKS EDITION Lesson 16 Exit Ticket 3•1

Name      Date     

Destiny says, “I can use 5 ×​4 to find the answer to 7 ×​4.” Use the array below to explain Destiny’s strategy
using words and numbers.

( 7 × 4 ) = ( 5 × 4 ) + (2 × 4 )
= ______ + _____

= ______

Lesson 16: Use the distributive property as a strategy to find related multiplication
facts.
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 A STORY OF UNITS – TEKS EDITION Lesson 17 Application Problem 3•1

Model the relationship between multiplication and division.

Mrs. Peacock bought 4 packs of yogurt. She had exactly enough to give each of her 24 students
1 yogurt cup. How many yogurt cups are there in 1 pack?

Read​ Draw​ Write​

Lesson 17: Model the relationship between multiplication and division.

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 A STORY OF UNITS – TEKS EDITION Lesson 17 Problem Set 3•1

Name      Date     

1. Use the array to complete the related equations.

1 ×​4 =​      4             4       ÷ 4 =​1

2 ×​4 =​                                ÷ 4 =​2

               ×​4 =​12 12 ÷ 4 =​               

               ×​4 =​16 16 ÷ 4 =​               

                ×​                 =​20 20 ÷                 =​                

                ×​                 =​24 24 ÷                 =​                

                ×​4 =​                                ÷ 4 =​               

                ×​4 =​                                ÷ 4 =​               

             ×​              =​                           ÷              =​             

             ×​             =​                           ÷​             =​             

Lesson 17: Model the relationship between multiplication and division.

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 A STORY OF UNITS – TEKS EDITION Lesson 17 Problem Set 3•1

2. The baker packs 36 bran muffins in boxes of 4. Draw and label a strip diagram to find the number of
boxes he packs.

3. The waitress arranges 32 glasses into 4 equal rows. How many glasses are in each row?

4. Janet paid $28 for 4 notebooks. Each notebook costs the same amount. What is the cost of
2 notebooks?

Lesson 17: Model the relationship between multiplication and division.

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 A STORY OF UNITS – TEKS EDITION Lesson 17 Exit Ticket 3•1

Name      Date     

1. Mr. Thomas organizes 16 binders into stacks of 4. How many stacks does he make? Draw and label a
number bond to solve.

2. The chef uses 28 avocados to make 4 batches of guacamole. How many avocados are in 2 batches of
guacamole? Draw and label a strip diagram to solve.

Lesson 17: Model the relationship between multiplication and division.

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 A STORY OF UNITS – TEKS EDITION Lesson 18 Application Problem 3•1

A parking structure has 10 levels. There are 3 cars parked on each level. How many cars are parked
in the structure?

Read​ Draw​ Write​

Lesson 18: Apply the distributive property to decompose units.

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 A STORY OF UNITS – TEKS EDITION Lesson 18 Problem Set 3•1

Name      Date     

1. 8 ×​10 =​              2. 7 ×​4 =​             

5 tens +​                                 =​8 tens 5 fours +​                                  =​7 fours

(5 ×​10) +​(              ×​10) =​8 ×​10 (5 ×​4) +​(              ×​4) =​7 ×​4

50 +​                      =​            20 +​                      =​           

8 ×​10 =​                           7 ×​4 =​                          

3. 9 ×​10 =​              4. 10 ×​10 =​             

5 tens +​                                 =​9 tens                            +​                            =​10 tens

(5 ×​10) +​(              ×​10) =​9 ×​10 (              ×​10) +​(              ×​10) =​10 ×​10

                     +​                      =​                                 +​​                     =​           

9 ×​10 =​                           10 ×​10 =​                          

Lesson 18: Apply the distributive property to decompose units.

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 A STORY OF UNITS – TEKS EDITION Lesson 18 Problem Set 3•1

5. There are 7 teams in the soccer tournament. Ten children play on each team. How many children are
playing in the tournament? Use the break apart and distribute strategy, and draw a number bond to
solve.

There are                        children playing in the tournament.

6. What is the total number of sides on 8 triangles?

7. There are 12 rows of bottled drinks in the vending machine. Each row has 10 bottles. How many bottles
are in the vending machine?

Lesson 18: Apply the distributive property to decompose units.

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 A STORY OF UNITS – TEKS EDITION Lesson 18 Exit Ticket 3•1

Name      Date     

Dylan used the break apart and distribute strategy to solve a multiplication problem. Look at his work below,
write the multiplication problem Dylan solved, and complete the number bond.

Dylan’s work:

(5 × 4) + (1 × 4) =
20 + 4 = 24

               ×​                =​               

Lesson 18: Apply the distributive property to decompose units.

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 A STORY OF UNITS – TEKS EDITION Lesson 19 Application Problem 3•1

Apply the distributive property to decompose units.

Henrietta works in a shoe store. She uses 2 shoelaces to lace each pair of shoes. She has a total of
24 laces. How many pairs of shoes can Henrietta lace?

Read​ Draw​ Write​

Lesson 19: Apply the distributive property to decompose units.

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 A STORY OF UNITS – TEKS EDITION Lesson 19 Problem Set 3•1

Name      Date     

1. Label the array. Then, fill in the blanks to make true number sentences.

a. 36 ÷ 3 =​           b. 25 ÷ 5 =​            

(36 ÷ 3) = (30 ÷ 3) + (6 ÷ 3) (25 ÷ 5) = (20 ÷ 5) + (5 ÷ 5)

= 10 + ____ = 4 + ____
= 12
= ____

c. 28 ÷ 4 =​            d. 32 ÷ 4 =​           

(28 ÷ 4) = (20 ÷ 4) + ( ____ ÷ 4) (32 ÷ 4) = ( ____ ÷ 4) + ( ____ ÷ 4)

= ____ + ____ = ______ + ____

= ________ = ________

Lesson 19: Apply the distributive property to decompose units.

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 A STORY OF UNITS – TEKS EDITION Lesson 19 Problem Set 3•1

2. Match the equal expressions.

3. Nell draws the array below to find the answer to 24 ÷ 2. Explain Nell’s strategy.

Lesson 19: Apply the distributive property to decompose units.

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 A STORY OF UNITS – TEKS EDITION Lesson 19 Exit Ticket 3•1

Name      Date     

Complete the equations below to solve 22 ÷ 2 =​           .

(22 ÷ 2) = (20 ÷ 2) + ( ____ ÷ 2)

= ____ + ____

= _____

Lesson 19: Apply the distributive property to decompose units.

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 A STORY OF UNITS – TEKS EDITION Lesson 20 Application Problem 3•1

Solve two-step word problems involving multiplication and division, and assess the reasonableness of answers.

Red, orange, and blue scarves are on sale for $4 each. Nina buys 2 scarves of each color. How much
does she spend altogether?

Read​ Draw​ Write​

Lesson 20: S olve two-step word problems involving multiplication and division,
and assess the reasonableness of answers.
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 A STORY OF UNITS – TEKS EDITION Lesson 20 Problem Set 3•1

Name      Date     

1. Ted buys 3 books and a magazine at the book store. Each book costs $8. A magazine costs $4.

a. What is the total cost of the books?

b. How much does Ted spend altogether?

2. Seven children share 28 pencils equally.

a. How many pencils does each child get?

b. How many pencils do 3 children get?

Lesson 20: S olve two-step word problems involving multiplication and division,
and assess the reasonableness of answers.
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 A STORY OF UNITS – TEKS EDITION Lesson 20 Problem Set 3•1

3. Eighteen cups are equally packed into 6 boxes. Two boxes of cups break. How many cups are unbroken?

4. There are 25 blue balloons and 15 red balloons at a party. Five children are given an equal number of each
color balloon. How many blue and red balloons does each child get?

5. Twenty-seven pears are packed in bags of 3. Five bags of pears are sold. How many bags of pears are left?

Lesson 20: S olve two-step word problems involving multiplication and division,
124 and assess the reasonableness of answers.

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 A STORY OF UNITS – TEKS EDITION Lesson 20 Exit Ticket 3•1

Name      Date     

1. Thirty-two jelly beans are shared by 8 students.

a. How many jelly beans will each student get?

b. How many jelly beans will 4 students get?

2. The teacher has 30 apple slices and 20 pear slices. Five children equally share all of the fruit slices. How
many fruit slices does each child get?

Lesson 20: S olve two-step word problems involving multiplication and division,
and assess the reasonableness of answers.
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 A STORY OF UNITS – TEKS EDITION Lesson 21 Application Problem 3•1

Solve two-step word problems involving all four operations, and assess the reasonableness of answers.

There are 4 boxes with 6 binders in each one. Three brothers share the binders. How many binders
does each brother get?

Read​ Draw​ Write​

Lesson 21: S olve two-step word problems involving all four operations, and assess
the reasonableness of answers.
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 A STORY OF UNITS – TEKS EDITION Lesson 21 Problem Set 3•1

Name      Date     

1. Jason earns $6 per week for doing all his chores. On the fifth week, he forgets to take out the trash, so he
only earns $4. Write and solve an equation to show how much Jason earns in 5 weeks.

Jason earns                              .

2. Miss Lianto orders 4 packs of 7 markers. After passing out 1 marker to each student in her class, she has
6 left. Label the strip diagram to find how many students are in Miss Lianto’s class.

There are                  students in Miss Lianto’s class.

Lesson 21: S olve two-step word problems involving all four operations, and assess
the reasonableness of answers.
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 A STORY OF UNITS – TEKS EDITION Lesson 21 Problem Set 3•1

3. Orlando buys a box of 18 fruit snacks. Each box comes with an equal number of strawberry-, cherry-, and
grape-flavored snacks. He eats all of the grape-flavored snacks. Draw and label a strip diagram to find
how many fruit snacks he has left.

4. Eudora buys 21 meters of ribbon. She cuts the ribbon so that each piece measures 3 meters in length.

a. How many pieces of ribbon does she have?

b. If Eudora needs a total of 12 pieces of the shorter ribbon, how many more pieces of the shorter
ribbon does she need?

Lesson 21: S olve two-step word problems involving all four operations, and assess
130 the reasonableness of answers.

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 A STORY OF UNITS – TEKS EDITION Lesson 21 Exit ticket 3•1

Name      Date     

Ms. Egeregor buys 27 books for her classroom library. She buys an equal number of fiction, nonfiction, and
poetry books. She shelves all of the poetry books first. Draw and label a strip diagram to show how many
books Ms. Egeregor has left to shelve.

Lesson 21: S olve two-step word problems involving all four operations, and assess
the reasonableness of answers.
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­­­­ rade 3
G
Module 2
 A STORY OF UNITS – TEKS EDITION Lesson 1 Application Problem 3•2

Explore time as a continuous measurement using a stopwatch.

Ms. Bower helps her kindergartners tie their shoes. It takes her 5 seconds to tie 1 shoe. How many
seconds does it take Ms. Bower to tie 8 shoes?

Read​ Draw​ Write​

Lesson 1: Explore time as a continuous measurement using a stopwatch.

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 A STORY OF UNITS – TEKS EDITION Lesson 1 Problem Set 3•2

Name      Date     

1. Use a stopwatch. How long does it take you to 2. Use a stopwatch. How long does it take to
snap your fingers 10 times? write every whole number from 0 to 25?

It takes ​                                                           ​to snap It takes                          

​                             ​to write
10 times.​ every whole number from 0 to 25.​

3. Use a stopwatch. How long does it take you to 4. Use a stopwatch. How long does it take you to
name 10 animals? Record them below. write 7 ×​8 =​56 fifteen times? Record the time
below.

It takes ​                                                            ​to name It takes ​                                                    ​to write

10 animals.​ 7 ​×​8 ​=​56 fifteen times.​

Lesson 1: Explore time as a continuous measurement using a stopwatch.

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 A STORY OF UNITS – TEKS EDITION Lesson 1 Problem Set 3•2

5. Work with your group. Use a stopwatch to measure the time for each of the following activities.

Activity​ Time​

Write your full name.

                                seconds

Do 20 jumping jacks.

Whisper count by twos from 0 to 30.

Draw 8 squares.

Skip-count out loud by fours from 24 to 0.

Say the names of your teachers from

Kindergarten to Grade 3.

6. 100 meter relay: Use a stopwatch to measure and record your team’s times.

Name​ Time​

Total time:

Lesson 1: Explore time as a continuous measurement using a stopwatch.

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 A STORY OF UNITS – TEKS EDITION Lesson 1 Exit Ticket 3•2

Name      Date     

The table to the right shows how much time it takes each of the Maya​ 16 seconds​
5 students to do 15 jumping jacks.
Riley​ 15 seconds​
a. Who finished 15 jumping jacks the fastest?
Jake​ 14 seconds​
Nicholas​ 15 seconds​
Adeline​ 17 seconds​

b. Who finished their jumping jacks in the exact same amount of time?

c. How many seconds faster did Jake finish than Adeline?

Lesson 1: Explore time as a continuous measurement using a stopwatch.

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 A STORY OF UNITS – TEKS EDITION Lesson 2 Application Problem 3•2

Patrick and Lilly start their chores at 5:00 p.m. The clock shows what time Lilly finishes. The number
line shows what time Patrick finishes. Who finishes first? Explain how you know. Solve the problem
without drawing a number line.

Read​ Draw​ Write​

Lesson 2: Solve word problems involving time intervals within 1 hour by counting
backward and forward using the number line and clock.
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 A STORY OF UNITS – TEKS EDITION Lesson 2 Problem Set 3•2

Name      Date     

Use a number line to answer Problems 1 through 5.

1. Cole starts reading at 6:23 p.m. He stops at 6:49 p.m. How many minutes does Cole read?

Cole reads for                       minutes.

2. Natalie finishes piano practice at 2:45 p.m. after practicing for 37 minutes. What time did Natalie’s
practice start?

 Natalie’s practice started at                        p.m.

3. Genevieve works on her scrapbook from 11:27 a.m. to 11:58 a.m. How many minutes does she work on
her scrapbook?

 Genevieve works on her scrapbook for                       minutes.

4. Nate finishes his homework at 4:47 p.m. after working on it for 38 minutes. What time did Nate start his
homework?

 Nate started his homework at                        p.m.

5. Andrea goes fishing at 9:03 a.m. She fishes for 49 minutes. What time is Andrea done fishing?

 Andrea is done fishing at                        a.m.

Lesson 2: Solve word problems involving time intervals within 1 hour by counting
backward and forward using the number line and clock.
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 A STORY OF UNITS – TEKS EDITION Lesson 2 Problem Set 3•2

6. Dion walks to school. The clocks below show when he leaves his house and when he arrives at school.
How many minutes does it take Dion to walk to school?

Dion leaves his house:​ Dion arrives at school:​

7. Sydney cleans her room for 45 minutes. She starts at 11:13 a.m. What time does Sydney finish cleaning
her room?

8. The third-grade chorus performs a musical for the school. The musical lasts 42 minutes. It ends at
1:59 p.m. What time did the musical start?

Lesson 2: Solve word problems involving time intervals within 1 hour by counting
144 backward and forward using the number line and clock.

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 A STORY OF UNITS – TEKS EDITION Lesson 2 Exit Ticket 3•2

Name      Date     

Independent reading time starts at 1:34 p.m. It ends at 1:56 p.m.

1. Draw the start time on the clock below. 2. Draw the end time on the clock below.

3. How many minutes does independent reading time last?

Lesson 2: Solve word problems involving time intervals within 1 hour by counting
backward and forward using the number line and clock.
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A STORY OF UNITS – TEKS EDITION Lesson 2 Template 3•2

4
2

5
12 1

6
11

7
10

8
9

number line and clock

Lesson 2: Solve word problems involving time intervals within 1 hour by counting
backward and forward using the number line and clock.
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 A STORY OF UNITS – TEKS EDITION Lesson 3 Application Problem 3•2

Carlos gets to class at 9:08 a.m. He has to write down homework assignments and complete
morning work before math begins at 9:30 a.m. How many minutes does Carlos have to complete his
tasks before math begins?

Read​ Draw​ Write​

Lesson 3: Solve word problems involving time intervals within 1 hour by adding
and subtracting on the number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 3 Problem Set 3•2

Name      Date     

1. Cole read his book for 25 minutes yesterday and for 28 minutes today. How many minutes did Cole read
altogether? Model the problem on the number line, and write an equation to solve.

 Cole read for                       minutes.

2. Tessa spends 34 minutes washing her dog. It takes her 12 minutes to shampoo and rinse and the rest of
the time to get the dog in the bathtub! How many minutes does Tessa spend getting her dog in the
bathtub? Draw a number line to model the problem, and write an equation to solve.

3. Tessa walks her dog for 47 minutes. Jeremiah walks his dog for 30 minutes. How many more minutes
does Tessa walk her dog than Jeremiah?

Lesson 3: Solve word problems involving time intervals within 1 hour by adding
and subtracting on the number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 3 Problem Set 3•2

4. a. It takes Austin 4 minutes to take out the garbage, 12 minutes to wash the dishes, and 13 minutes to
mop the kitchen floor. How long does it take Austin to do his chores?

b. Austin’s bus arrives at 7:55 a.m. If he starts his chores at 7:30 a.m., will he be done in time to meet
his bus? Explain your reasoning.

5. Gilberto’s cat sleeps in the sun for 23 minutes. It wakes up at the time shown on the clock below.
What time did the cat go to sleep?

Lesson 3: Solve word problems involving time intervals within 1 hour by adding
152 and subtracting on the number line.

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 A STORY OF UNITS – TEKS EDITION Lesson 3 Exit Ticket 3•2

Name      Date     

Michael spends 19 minutes on his math homework and 17 minutes on his science homework.
How many minutes does Michael spend doing his homework?

Model the problem on the number line, and write an equation to solve.

 Michael spends                        minutes on his homework.

Lesson 3: Solve word problems involving time intervals within 1 hour by adding
and subtracting on the number line.
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A STORY OF UNITS – TEKS EDITION Lesson 3 Template 3•2

number line

Lesson 3: Solve word problems involving time intervals within 1 hour by adding
and subtracting on the number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 4 Problem Set 3•2

Name      Date     

1. Illustrate and describe the process of making a 1-kilogram weight.

2. Illustrate and describe the process of decomposing 1 kilogram into groups of 100 grams.

3. Illustrate and describe the process of decomposing 100 grams into groups of 10 grams.

Lesson 4: Build and decompose a kilogram to reason about the size and weight
of 1 kilogram, 100 grams, 10 grams, and 1 gram.
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 A STORY OF UNITS – TEKS EDITION Lesson 4 Problem Set 3•2

4. Illustrate and describe the process of decomposing 10 grams into groups of 1 gram.

5. Compare the two place value charts below. How does today’s exploration using kilograms and grams
relate to your understanding of place value?

1 kilogram 100 grams 10 grams 1 gram

Thousands Hundreds Tens Ones

Lesson 4: Build and decompose a kilogram to reason about the size and weight
158 of 1 kilogram, 100 grams, 10 grams, and 1 gram.

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 A STORY OF UNITS – TEKS EDITION Lesson 4 Exit Ticket 3•2

Name      Date     

Ten bags of sugar weigh 1 kilogram. How many grams does each bag of sugar weigh?

Lesson 4: Build and decompose a kilogram to reason about the size and weight
of 1 kilogram, 100 grams, 10 grams, and 1 gram.
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 A STORY OF UNITS – TEKS EDITION Lesson 5 Application Problem 3•2

Justin put a 1-kilogram bag of flour on one side of a pan balance. How many 100-gram bags of flour
does he need to put on the other pan to balance the scale?

Read​ Draw​ Write​

Lesson 5: Develop estimation strategies by reasoning about the weight in

kilograms of a series of familiar objects to establish mental benchmark
161
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 A STORY OF UNITS – TEKS EDITION Lesson 5 Problem Set 3•2

Name      Date     

Work with a partner. Use the corresponding weights to estimate the weight of objects in the classroom.
Then, check your estimate by weighing on a scale.

A. Objects that Weigh About 1 Kilogram​ Actual Weight

B. Objects that Weigh About 100 Grams​ Actual Weight

C. Objects that Weigh About 10 Grams​ Actual Weight

D. Objects that Weigh About 1 Gram​ Actual Weight

Lesson 5: Develop estimation strategies by reasoning about the weight in

kilograms of a series of familiar objects to establish mental benchmark
163
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 A STORY OF UNITS – TEKS EDITION Lesson 5 Problem Set 3•2

E. Circle the correct unit of weight for each estimation.

1. A box of cereal weighs about 350 (grams / kilograms).

2. A watermelon weighs about 3 (grams / kilograms).

3. A postcard weighs about 6 (grams / kilograms).

4. A cat weighs about 4 (grams / kilograms).

5. A bicycle weighs about 15 (grams / kilograms).

6. A lemon weighs about 58 (grams / kilograms).

F. During the exploration, Derrick finds that his bottle of water weighs the same as a 1-kilogram bag of rice.
He then exclaims, “Our class laptop weighs the same as 2 bottles of water!” How much does the laptop
weigh in kilograms? Explain your reasoning.

G. Nessa tells her brother that 1 kilogram of rice weighs the same as 10 bags containing 100 grams of beans
each. Do you agree with her? Explain why or why not.

Lesson 5: Develop estimation strategies by reasoning about the weight in

164 kilograms of a series of familiar objects to establish mental benchmark
measures.
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 A STORY OF UNITS – TEKS EDITION Lesson 5 Exit Ticket 3•2

Name      Date     

1. Read and write the weights below. Write the word kilogram​ or gram​with the measurement.

2. Circle the correct unit of weight for each estimation.

a. An orange weighs about 200 (grams / kilograms).

b. A basketball weighs about 624 (grams / kilograms).

c. A brick weighs about 2 (grams / kilograms).

d. A small packet of sugar weighs about 4 (grams / kilograms).

e. A tiger weighs about 190 (grams / kilograms).

Lesson 5: Develop estimation strategies by reasoning about the weight in

kilograms of a series of familiar objects to establish mental benchmark
165
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 A STORY OF UNITS – TEKS EDITION Lesson 6 Problem Set 3•2

Solve one-step word problems involving metric weights within 100 and estimate to reason about solutions.

Name      Date     

1. Tim goes to the market to buy fruits and vegetables. He weighs some string beans and some grapes.

List the weights for both the string beans and grapes.

The string beans weigh                              grams.

The grapes weigh                              grams.

2. Use strip diagrams to model the following problems. Keiko’s Golden Retriever
weighs 35 kilograms and her Great Dane weighs 43 kilograms.

a. What is the total weight of Keiko’s dogs?

The two dogs weigh                        kilograms.

b. How much heavier is the Great Dane than the Golden Retriever?

The Great Dane is                        kilograms heavier than the Golden Retreiver.

Lesson 6: Solve one-step word problems involving metric weights within 100 and
estimate to reason about solutions.
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 A STORY OF UNITS – TEKS EDITION Lesson 6 Problem Set 3•2

3. Jared estimates that his houseplant is as heavy as a 5-kilogram bowling ball. Draw a strip diagram to
estimate the weight of 3 houseplants.

4. Jane and her 8 friends go apple picking. They share what they pick equally.
The total weight of the apples they pick is shown to the right.
a. About how many kilograms of apples will Jane take home?

b. Jane estimates that a pumpkin weighs about as much as her share of the apples. About how much do
7 pumpkins weigh altogether?

Lesson 6: Solve one-step word problems involving metric weights within 100 and
168 estimate to reason about solutions.

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 A STORY OF UNITS – TEKS EDITION Lesson 6 Exit Ticket 3•2

Name      Date     

The weights of a backpack and suitcase are shown below.

a. How much heavier is the suitcase than the backpack?

b. What is the total weight of 4 identical backpacks?

c. How many backpacks weigh the same as one suitcase?

Lesson 6: Solve one-step word problems involving metric weights within 100 and
estimate to reason about solutions.
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 A STORY OF UNITS – TEKS EDITION Lesson 7 Problem Set 3•2

Decompose a liter to reason about the size of 1 liter, 100 milliliters, 10 milliliters, and 1 milliliter.

Name      Date     

Part 1​
a. Predict whether each container holds less than, more than, or about the same as 1 liter.

Container 1 holds less than / more than / about the same as 1 liter. Actual:

Container 2 holds less than / more than / about the same as 1 liter. Actual:

Container 3 holds less than / more than / about the same as 1 liter. Actual:

Container 4 holds less than / more than / about the same as 1 liter. Actual:

b. After measuring, what surprised you? Why?

Part 2​

c. Illustrate and describe the process of decomposing 1 liter of water into 10 smaller units.

Lesson 7: Decompose a liter to reason about the size of 1 liter, 100 milliliters,
10 milliliters, and 1 milliliter.
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d. Illustrate and describe the process of decomposing Cup K into 10 smaller units.

e. Illustrate and describe the process of decomposing Cup L into 10 smaller units.

f. What is the same about decomposing 1 liter into milliliters and decomposing 1 kilogram into grams?

g. One liter of water weighs 1 kilogram. How much does 1 milliliter of water weigh? Explain how you
know.

Lesson 7: Decompose a liter to reason about the size of 1 liter, 100 milliliters,
172 10 milliliters, and 1 milliliter.

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 A STORY OF UNITS – TEKS EDITION Lesson 7 Exit Ticket 3•2

Name      Date     

1. Morgan fills a 1-liter jar with water from the pond. She uses a 100-milliliter cup to scoop water out of the
pond and pour it into the jar. How many times will Morgan scoop water from the pond to fill the jar?

2. How many groups of 10 milliliters are in 1 liter? Explain.

 There are                               groups of 10 milliliters in 1 liter.

Lesson 7: Decompose a liter to reason about the size of 1 liter, 100 milliliters,
10 milliliters, and 1 milliliter.
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 A STORY OF UNITS – TEKS EDITION Lesson 8 Application Problem 3•2

Estimate and measure liquid volume in liters and milliliters using the vertical number line.

Subha drinks 4 large glasses of water each day. How many large glasses of water does she drink in
7 days?

Read​ Draw​ Write​

Lesson 8: Estimate and measure liquid volume in liters and milliliters using the
vertical number line.
175

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 A STORY OF UNITS – TEKS EDITION Lesson 8 Problem Set 3•2

Name      Date     

1. Label the vertical number line on the container to the right.

Answer the questions below.

a. What did you label as the halfway mark? Why?

b. Explain how pouring each plastic cup of water helped

you create a vertical number line.

c. If you pour out 300 mL of water, how many mL are left

in the container?

2. How much liquid is in each container?

Lesson 8: Estimate and measure liquid volume in liters and milliliters using the
vertical number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 8 Problem Set 3•2

3. Estimate the amount of liquid in each container to the nearest hundred milliliters.

4. The chart below shows the capacity of 4 barrels.

Barrel A 75 liters

Barrel B 68 liters

Barrel C 96 liters

Barrel D 52 liters

a. Label the number line to show the capacity of each

barrel. Barrel A has been done for you.

b. Which barrel has the greatest capacity?

c. Which barrel has the smallest capacity?

d. Ben buys a barrel that holds about 70 liters. Which barrel did he
most likely buy? Explain why.

e. Use the number line to find how many more liters

Barrel C can hold than Barrel B.

Lesson 8: Estimate and measure liquid volume in liters and milliliters using the
178 vertical number line.

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Name      Date     

1. Use the number line to record the capacity of the containers.

Container​ Capacity in Liters​

A​

B​

C​

2. What is the difference between the capacity of Container A

and Container C?

Lesson 8: Estimate and measure liquid volume in liters and milliliters using the
vertical number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 9 Problem Set 3•2

Name      Date     

1. The total weight in grams of a can of tomatoes and a jar of baby food is shown
to the right.

a. The jar of baby food weighs 113 grams. How much does the can of
tomatoes weigh?

b. How much more does the can of tomatoes weigh than the jar of baby
food?

2. The weight of a pen in grams is shown to the right.

a. What is the total weight of 10 pens?

b. An empty box weighs 82 grams. What is the total weight of a box of

10 pens?

3. The total weight of an apple, lemon, and banana in grams is shown to the right.

a. If the apple and lemon together weigh 317 grams, what is the weight of the
banana?

b. If we know the lemon weighs 68 grams less than the banana, how much
does the lemon weigh?

c. What is the weight of the apple?

Lesson 9: Solve mixed word problems involving all four operations with grams,
kilograms, liters, and milliliters given in the same units.
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 A STORY OF UNITS – TEKS EDITION Lesson 9 Problem Set 3•2

4. A frozen turkey weighs about 5 kilograms. The chef orders 45 kilograms of turkey. Use a strip diagram to
find about how many frozen turkeys he orders.

5. A recipe requires 300 milliliters of milk. Sam decides to triple the recipe for dinner. How many milliliters
of milk does he need to cook dinner?

6. Marian pours a full container of water equally into buckets. Each bucket has a capacity of 4 liters. After
filling 3 buckets, she still has 2 liters left in her container. What is the capacity of her container?

Lesson 9: Solve mixed word problems involving all four operations with grams,
182 kilograms, liters, and milliliters given in the same units.

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 A STORY OF UNITS – TEKS EDITION Lesson 9 Exit Ticket 3•2

Name      Date     

The capacities of three cups are shown below.

a. Find the total capacity of the three cups.

b. Bill drinks exactly half of Cup B. How many milliliters are left in Cup B?

c. Anna drinks 3 cups of tea from Cup A. How much tea does she drink in total?

Lesson 9: Solve mixed word problems involving all four operations with grams,
kilograms, liters, and milliliters given in the same units.
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 A STORY OF UNITS – TEKS EDITION Lesson 10 Application Problem 3•2

Christine has 12 math problems for homework. It takes her 5 minutes to complete each problem.
How many minutes does it take Christine to complete all 12 problems?

Read​ Draw​ Write​

Lesson 10: Name numbers up to 100,000 by building understanding of the place value
chart and placement of commas for naming base thousand units.
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 A STORY OF UNITS – TEKS EDITION Lesson 10 Problem Set 3•2

Round two-digit measurements to the nearest ten on the vertical number line.

Name      Date     

1. Rewrite the numbers including commas where appropriate:

a. 4321 _______________ b. 54321 _______________ c. 100000 ______________

2. Label the missing units on the place value chart. Write the number in standard form.
a.

thousands tens ones

●●●●● ●●●●● ●●●●● ●●

●●● ●●

Standard form: ___________________________________

b.

hundred ten
thousands hundreds ones
thousands thousands
●● ●●●●● ●●● ●●●●
●●●●

Standard form: ___________________________________

3. Write the numbers in standard form.

a. 6 ten thousands 5 hundreds 2 thousands 7 tens 3 ones = _________________________________

b. 3 thousands 8 ten thousands 2 hundreds 9 tens 6 ones = __________________________________

Lesson 10: Name numbers up to 100,000 by building understanding of the place value
chart and placement of commas for naming base thousand units.
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 A STORY OF UNITS – TEKS EDITION Lesson 10 Problem Set 3•2

4. Solve each expression. Record your answer in unit form and in standard form.

Expression​ Unit Form ​ Standard Form

4 tens + 6 tens ____ tens = ______ hundreds

2 hundreds + 8 hundreds ______ hundreds = ___ thousands

5 thousands + 5 thousands ____ thousands = _____ten thousands

1 ten thousand + 9 ten thousands ____ ten thousands = ___ hundred thousands

70 thousands + 30 thousands _______ thousands = 1 _____________

5. Represent each addend with place value disks in the place value chart. Show the bundling of smaller units
to make larger units. Write the sum in standard form.

a. 3 thousands + 11 hundreds = ___________________________

hundred ten
thousands hundreds tens ones
thousands thousands

Lesson 10: Name numbers up to 100,000 by building understanding of the place value
188 chart and placement of commas for naming base thousand units.

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 A STORY OF UNITS – TEKS EDITION Lesson 10 Problem Set 3•2

b. 3 ten thousands + 11 thousands = ___________________________

hundred ten
thousands hundreds tens ones
thousands thousands

c. 9 ten thousands + 10 thousands = ___________________________

hundred ten
thousands hundreds tens ones
thousands thousands

6. Mrs. Golden’s class wants to trade 60 thousands disks for some ten thousands disks with Mr. Stone’s class.
How many ten thousands disks are equal to 60 thousands disks?

Lesson 10: Name numbers up to 100,000 by building understanding of the place value
chart and placement of commas for naming base thousand units.
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 A STORY OF UNITS – TEKS EDITION Lesson 10 Exit Ticket 3•2

Name      Date     

1. Label the missing place value units. Then, write the number in standard form.

hundreds tens ones

● ●●● ●●●●● ●●●●●

●●●

Standard form: __________________________________

2. Write the numbers in standard form. Be sure to place commas where appropriate.
a. 5 thousands 1 hundred 6 tens 8 ones = ___________________________

b. 3 thousands 4 ten thousands 7 hundreds 2 ones 1 ten = ___________________________

3. Represent each addend with place value disks in the place value chart. Show the bundling of smaller units
to make larger units. Write the sum in standard form.
2 ten thousands + 11 thousands = _________________________________

hundred ten
thousands hundreds tens ones
thousands thousands

Lesson 10: Name numbers up to 100,000 by building understanding of the place value
chart and placement of commas for naming base thousand units.
191

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 A STORY OF UNITS – TEKS EDITION Lesson 10 Template 3•2

unlabeled hundred thousands place value chart

Lesson 10: Name numbers up to 100,000 by building understanding of the place value
chart and placement of commas for naming base thousand units.
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 A STORY OF UNITS – TEKS EDITION Lesson 11 Application Problem 3•2

There are 12 tables in the cafeteria. Five students sit at each of the first 11 tables. Three students sit
at the last table. How many students are sitting at the 12 tables in the cafeteria?

Read​ Draw​ Write​

Lesson 11: Read and write numbers up to 100,000 using base ten numerals, number
names, expanded form, and expanded notation.
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 A STORY OF UNITS – TEKS EDITION Lesson 11 Problem Set 3•2

Name      Date     

1. a. On the place value chart below, label the units and write the number 87,063.

b. Write the number in word form.

c. Write the number in expanded form. __________________________________________________

d. Write the number in expanded notation. _______________________________________________

2. a. On the place value chart below, label the units and write the number 94,807.

b. Write the number in word form.

c. Write the number in expanded form. __________________________________________________

d. Write the number in expanded notation. _______________________________________________

Lesson 11: Read and write numbers up to 100,000 using base ten numerals, number
names, expanded form, and expanded notation.
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 A STORY OF UNITS – TEKS EDITION Lesson 11 Problem Set 3•2

3. Complete the following chart:

Standard Form Expanded Form Expanded Notation

4,000 + 500 + 20 + 4

50,405

83,025

(9 × 10,000) + (7 × 1,000) + (7 × 100) +(6 × 10) +

(8 × 1)

90,000 + 700 + 60 + 8

4. Kim wrote 50,000 + 4,000 + 200 + 10 + 5 = 504,215.

Explain her error and write the number correctly.

Lesson 11: Read and write numbers up to 100,000 using base ten numerals, number
198 names, expanded form, and expanded notation.

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 A STORY OF UNITS – TEKS EDITION Lesson 11 Exit Ticket 3•2

Name      Date     

1. Use the place value chart below to complete the following:

a. Label the units on the chart.

b. Write the number 70,000 + 5,000 + 400 + 80 + 1 in the place value chart.

c. Write the number in expanded notation.

2. Write forty-six thousand, three hundred, thirty-five in expanded notation.

Lesson 11: Read and write numbers up to 100,000 using base ten numerals, number
names, expanded form, and expanded notation.
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 A STORY OF UNITS – TEKS EDITION Lesson 12 Application Problem 3•2

Draw and label the units on the place value chart to hundred thousands. Use each of the digits 9, 7,
6, 4, and 2 once to create a number that is between 4 ten thousands and 6 ten thousands. Write the
number you created in expanded form and expanded notation.

Read​ Draw​ Write​

Lesson 12: Compare numbers based on the meaning of the digits using <, >, or =
to record the comparison.
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 A STORY OF UNITS – TEKS EDITION Lesson 12 Problem Set 3•2

Name      Date     

1. Label the units in the place value chart. Draw dots to represent each number in the place value chart. Use
<, >, or = to compare the two numbers. Write the correct symbol in the circle.

a. 40,603 4,087

b. 67,902 63,546

Lesson 12: Compare numbers based on the meaning of the digits using <, >, or =
to record the comparison.
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 A STORY OF UNITS – TEKS EDITION Lesson 12 Problem Set 3•2

Name      Date     

2. Compare the two numbers by using the symbols <, >, or =. Write the correct symbol in the circle.

a. 5,842 40,441

b. 92,340 98,000

c. 75,311 75,199

d. 32,014 2 ten thousands 8 hundreds 7 tens 6 ones

e. 20,000 + 8,000 + 9 (2 × 10,000) + (8 × 100) + (9 × 1)

f. 5 ten thousands 3 thousands 7 tens 2 ones fifty-three thousand, seventy-two

g. 8,397 eighty thousand, three hundred ninety-seven

Lesson 12: Compare numbers based on the meaning of the digits using <, >, or =
204 to record the comparison.

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 A STORY OF UNITS – TEKS EDITION Lesson 12 Problem Set 3•2

Name      Date     

3. The information in the chart is based on the Cities in Texas Population in 2010
2010 census.
Baytown 71,802
Use the information to list the populations in order Bryan 76,201
from greatest to least. Then, name the city that had
Edinburg 77,100
the lowest population in 2010.
Mission 77,058
Pharr 70,400
Sugar Land 78,817

4. The planets in the chart are listed in order from Planet Name Diameter
the planet closest to the sun to the planet farthest
from the sun. The diameter of each planet is given. Mercury 3,032 miles
Venus 7,521 miles
a. List the names of the planets in order according Earth 7,926 miles
to their diameters from least to greatest. Mars 4,221 miles
Jupiter 88,846 miles
Saturn 74,897 miles
Uranus 31,763 miles
Neptune 30,775 miles

b. Does the planet farthest from the sun have the greatest diameter? Explain your reasoning.

Lesson 12: Compare numbers based on the meaning of the digits using <, >, or =
to record the comparison.
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 A STORY OF UNITS – TEKS EDITION Lesson 12 Exit Ticket 3•2

Name      Date     

1. A family is buying a used car. They are choosing among four car models. Use the information in the chart
to order the car prices from least to greatest. Then name the car model with the lowest price.

Used Car Model Price

Model A $19,600
Model B $20,195
Model C $19,499
Model D $19,998

2. Use each of the digits 5, 6, 7, 8, and 9 exactly once to create a five-digit number that makes the
comparison true.
80,000 + 9,000 + 200 + 10 + 4 < __________________

Lesson 12: Compare numbers based on the meaning of the digits using <, >, or =
to record the comparison.
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 A STORY OF UNITS – TEKS EDITION Lesson 12 Template 3•2

Lesson 2 Template

unlabled hundred thousands place value chart

Lesson 12: Compare numbers based on the meaning of the digits using <, >, or =
to record the comparison.
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 A STORY OF UNITS – TEKS EDITION Lesson 13 Problem Set 3•2

Round two-digit measurements to the nearest ten on the vertical number line.

Name      Date     

1. Work with a partner. Use a ruler or a meter stick to complete the chart below.

Length
Measurement The object measures between rounded to
Object​
(in cm)​ (which two tens)... the nearest​
10 cm​

Example:​ My shoe 23 cm        20        and         30       cm 20 cm

Long side of a desk                      and                      cm

A new pencil                      and                      cm

Short side of a piece of paper                      and                      cm

Long side of a piece of paper                      and                      cm

2. Work with a partner. Use a digital scale to complete the chart below.

Weight rounded
Measurement The bag of rice measures between
Bag​ to the nearest
(in g)​ (which two tens)...
10 g​

Example:​ Bag A 8g         0         and         10        g 10 g

Bag B                      and                      g

Bag C                      and                      g

Bag D                      and                      g

Bag E                      and                      g

Lesson 13: Round two-digit measurements to the nearest ten on the vertical
number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 13 Problem Set 3•2

3. Work with a partner. Use a beaker to complete the chart below.

Liquid volume
Measurement The container measures between
Container​ rounded to the
(in mL)​ (which two tens)...
nearest 10 mL​

Example:​ Container A 33 mL        30       and        40       mL 30 mL

Container B                      and                      mL

Container C                      and                      mL

Container D                      and                      mL

Container E                      and                      mL

4. Work with a partner. Use a clock to complete the chart below.

Time rounded to
The activity measures between
Activity​ Actual time​ the nearest
(which two tens)...
10 minutes​

Example:​ Time we
10:03      10:00      and      10:10      10:00
started math

Time I started the

                     and           
Problem Set

Time I finished Station 1                      and           

Time I finished Station 2                      and           

Time I finished Station 3                      and           

Lesson 13: Round two-digit measurements to the nearest ten on the vertical
212 number line.

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 A STORY OF UNITS – TEKS EDITION Lesson 13 Exit Ticket 3•2

Name      Date     

The weight of a golf ball is shown below.

a. The golf ball weighs                                       .

b. Round the weight of the golf ball to the nearest ten grams. Model your thinking on the number line.

c. The golf ball weighs about                                       .

d. Explain how you used the halfway point on the number line to round to the nearest ten grams.

Lesson 13: Round two-digit measurements to the nearest ten on the vertical
number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 14 Application Problem 3•2

The school ballet recital begins at 12:17 p.m. and ends at 12:45 p.m. How many minutes long is the
ballet recital?

Read​ Draw​ Write​

Lesson 14: Round two- and three-digit numbers to the nearest ten on the vertical
number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 14 Problem Set 3•2

Name      Date     

1. Round to the nearest ten. Use the number line to model your thinking.

a. 32 ≈​                       b. 36 ≈​                      

c. 62 ≈​                       d. 162 ≈​                      

e. 278 ≈​                       f. 405 ≈​                      

Lesson 14: Round two- and three-digit numbers to the nearest ten on the vertical
number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 14 Problem Set 3•2

2. Round the weight of each item to the nearest 10 grams. Draw number lines to model your thinking.

Item​ Number Line​ Round to the nearest 10 grams​

3. Carl’s basketball game begins at 3:03 p.m. and ends at 3:51 p.m.

a. How many minutes did Carl’s basketball game last?

b. Round the total number of minutes in the game to the nearest 10 minutes.

Lesson 14: Round two- and three-digit numbers to the nearest ten on the vertical
218 number line.

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 A STORY OF UNITS – TEKS EDITION Lesson 14 Exit Ticket 3•2

Name      Date     

1. Round to the nearest ten. Use the number line to model your thinking.

a. 26 ≈​                     b. 276 ≈​                      

2. Bobby rounds 603 to the nearest ten. He says it is 610. Is he correct? Why or why not? Use a number
line and words to explain your answer.

Lesson 14: Round two- and three-digit numbers to the nearest ten on the vertical
number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 15 Application Problem 3•2

Use place value disks to draw each of the following on a place value chart.

10 tens 10 hundreds 13 tens

13 hundreds 13 tens 8 ones 13 hundreds 8 tens 7 ones

Lesson 15: Round to the nearest hundred on the vertical number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 15 Problem Set 3•2

Name      Date     

1. Round to the nearest hundred. Use the number line to model your thinking.

a. 143 ≈​                       b. 286 ≈​                      

c. 320 ≈​                       d. 1,320 ≈​                      

e. 1,572 ≈​                       f. 1,250 ≈​                      

Lesson 15: Round to the nearest hundred on the vertical number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 15 Problem Set 3•2

2. Complete the chart.

a. Shauna has 480 stickers. Round the number of stickers to the

nearest hundred.

b. There are 525 pages in a book. Round the number of pages to the
nearest hundred.

c. A container holds 750 milliliters of water. Round the capacity to

the nearest 100 milliliters.

d. Glen spends $1,297 on a new computer. Round the amount Glen

spends to the nearest $100.

e. T he drive between two cities is 1,842 kilometers. Round the

distance to the nearest 100 kilometers.

3. Circle the numbers that round to 600 when rounding to the nearest hundred.

527 550 639 681 713 603

4. The teacher asks students to round 1,865 to the nearest hundred. Christian says that it is one thousand,
nine hundred. Alexis disagrees and says it is 19 hundreds. Who is correct? Explain your thinking.

Lesson 15: Round to the nearest hundred on the vertical number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 15 Exit Ticket 3•2

Name      Date     

1. Round to the nearest hundred. Use the number line to model your thinking.

a. 137 ≈​                       b. 1,761 ≈​                      

2. There are 685 people at an orchestra performance. Draw a vertical number line to round the number
of people to the nearest hundred people.

Lesson 15: Round to the nearest hundred on the vertical number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 15 Template 3•2

unlabeled place value chart

Lesson 15: Round to the nearest hundred on the vertical number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 16 Application Problem 3•2

Rebecca thinks 2,145 rounded to the nearest hundred is 2,000. What is Rebecca’s mistake? Use
words and a vertical number line to support your answer.

Read​ Draw​ Write​

Lesson 16: Round four- and five-digit numbers using the vertical number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 16 Problem Set 3•2

Name      Date     

1. Round to the place value indicated in the box. Use the number line to model your thinking.

a. Nearest thousand b. Nearest thousand

2,143 ≈​________ 3,000 2,886 ≈​________

2,500 2,500

2,000

c. Nearest hundred d Nearest ten thousand

959 ≈​________ 16,927 ≈​________

e. Nearest ten thousand f. Nearest ten thousand

28,572 ≈ ________ 98,245 ≈ ________

Lesson 16: Round four- and five-digit numbers using the vertical number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 16 Problem Set 3•2

2. Circle the numbers that round to 7,000 when rounding to the nearest thousand.

7,499 6,499 7,639 7,181 6,713 7,003

3. A family travels 1,789 miles on vacation. Jayden rounds and tells a friend that he traveled 2,000 miles. His
sister, Jordan, tells a friend that they traveled 1,800 miles. How can they both have rounded the distance
correctly? Use words to explain your thinking.

4. Round 3,452:
▪ To the nearest thousand ________
▪ To the nearest hundred ________
▪ To the nearest ten ________

Use a vertical number line, if needed.

5. Round 78,205 to the nearest ten thousand. Use a vertical number line, if needed.

Lesson 16: Round four- and five-digit numbers using the vertical number line.
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 A STORY OF UNITS – TEKS EDITION Lesson 16 Exit Ticket 3•2

Name      Date     

1. Round to the nearest thousand. Use the number line to model your thinking.

2,137 ≈ _________

2. Round to the nearest ten thousand. Use the number line to model your thinking.

17,560 ≈ _________

3. There are 7,847 hot dogs sold at the baseball game. Draw a vertical number line to round the number
of hot dogs to the nearest ten hot dogs.

Lesson 16: Round four- and five-digit numbers using the vertical number line.
233

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 A STORY OF UNITS – TEKS EDITION Lesson 17 Application Problem 3•2

Use mental math to solve these problems. Record your strategy for solving each problem.

a. 46 mL +​5 mL b. 39 cm +​8 cm

c. 125 g +​7 g d. 108 L +​4 L

Lesson 17: Add measurements using the standard algorithm to compose larger
units once.
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 A STORY OF UNITS – TEKS EDITION Lesson 17 Problem Set 3•2

Name      Date     

1. Find the sums below. Choose mental math or the algorithm.

a. 46 mL +​ 5 mL b. 46 mL +​ 25 mL c. 46 mL +​ 125 mL

d. 59 cm +​ 30 cm e. 509 cm +​ 83 cm f. 597 cm +​ 30 cm

g. 29 g +​ 63 g h. 345 g +​ 294 g i. 480 g + ​476 g

j. 1 L 245 mL +​ 2 L 412 mL k. 2 kg 509 g +​ 3 kg 367 g

Lesson 17: Add measurements using the standard algorithm to compose larger
units once.
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 A STORY OF UNITS – TEKS EDITION Lesson 17 Problem Set 3•2

2. Nadine and Jen buy a small bag of popcorn and a pretzel at

the movie theater. The pretzel weighs 63 grams more than
the popcorn. What is the weight of the pretzel?

3. In math class, Jason and Andrea find the total liquid volume
of water in their beakers. Jason says the total is 782 Student​ Liquid Volume​
milliliters, but Andrea says it is 792 milliliters. The amount
of water in each beaker can be found in the table to the Jason 475 mL
right. Show whose calculation is correct. Explain the Andrea 317 mL
mistake of the other student.

4. It takes Greg 15 minutes to mow the front lawn. It takes him 17 more minutes to mow the back lawn
than the front lawn. What is the total amount of time Greg spends mowing the lawns?

Lesson 17: Add measurements using the standard algorithm to compose larger
238 units once.

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 A STORY OF UNITS – TEKS EDITION Lesson 17 Exit Ticket 3•2

Name      Date     

1. Find the sums below. Choose mental math or the algorithm.

a. 24 cm +​ 36 cm b. 562 m +​ 180 m c. 345 km +​ 239 km

2. Brianna jogs 15 minutes more on Sunday than Saturday. She jogged 26 minutes on Saturday.

a. How many minutes does she jog on Sunday?

b. How many minutes does she jog in total?

Lesson 17: Add measurements using the standard algorithm to compose larger
units once.
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 A STORY OF UNITS – TEKS EDITION Lesson 18 Application Problem 3•2

Add measurements using the standard algorithm to compose larger units twice.

Josh’s apple weighs 93 grams. His pear weighs 152 grams. What is the total weight of the apple and
the pear?

Read​ Draw​ Write​

Lesson 18: Add measurements using the standard algorithm to compose larger
units twice.
241

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 A STORY OF UNITS – TEKS EDITION Lesson 18 Problem Set 3•2

Name      Date     

1. Find the sums below.

a. 52 mL +​ 68 mL b. 352 mL +​ 68 mL c. 352 mL +​ 468 mL

d. 56 cm +​ 94 cm e. 506 cm +​ 94 cm f. 506 cm +​ 394 cm

g. 697 g +​ 138 g h. 345 g +​ 597 g i. 486 g +​ 497 g

j. 3 L 251 mL +​1 L 549 mL k. 4 kg 384 g +​ 2 kg 467 g

Lesson 18: Add measurements using the standard algorithm to compose larger
units twice.
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 A STORY OF UNITS – TEKS EDITION Lesson 18 Problem Set 3•2

2. Lane makes sauerkraut. He weighs the amounts of cabbage

and salt he uses. Draw and label a strip diagram to find the
total weight of the cabbage and salt Lane uses.

3. Sue bakes mini-muffins for the school bake sale. After wrapping 86 muffins, she still has 58 muffins left
cooling on the table. How many muffins did she bake altogether?

4. The milk carton to the right holds 183 milliliters more liquid
than the juice box. What is the total capacity of the juice
box and milk carton?

Lesson 18: Add measurements using the standard algorithm to compose larger
244 units twice.

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 A STORY OF UNITS – TEKS EDITION Lesson 18 Exit Ticket 3•2

Name      Date     

1. Find the sums.

a. 78 g +​ 29 g b. 328 kg +​ 289 kg c. 509 L +​ 293 L

2. The third-grade class sells lemonade to raise funds. After selling 58 liters of lemonade in 1 week, they still
have 46 liters of lemonade left. How many liters of lemonade did they have at the beginning?

Lesson 18: Add measurements using the standard algorithm to compose larger
units twice.
245

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 A STORY OF UNITS – TEKS EDITION Lesson 19 Application Problem 3•2

Estimate sums by rounding and apply to solve measurement word problems.

The doctor prescribed 175 milliliters of medicine on Monday and 256 milliliters of medicine on
Tuesday.
a. Estimate how much medicine he prescribed in both days.

b. Precisely how much medicine did he prescribe in both days?

Read​ Draw​ Write​

Lesson 19: Estimate sums by rounding and apply to solve measurement word
problems.
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 A STORY OF UNITS – TEKS EDITION Lesson 19 Problem Set 3•2

Name      Date     

1. a. F ind the actual sum either on paper or using mental math. Round each addend to the nearest
hundred, and find the estimated sums.

A​ B​ C​

451 +​ 253 =​           356 +​ 161 =​           652 +​ 158 =​          

       + ​        =​                 + ​       =​                 + ​       =​          

451 +​ 249 =​           356 +​ 148 =​           647 +​ 158 =​          

       +​        =​                 + ​       =​                 + ​       =​          

448 +​ 249 =​           347 +​ 149 =​           647 +​ 146 =​          

      + ​       =​                 + ​       =​                 + ​       =​          

Circle the estimated sum that Circle the estimated sum that Circle the estimated sum that
is the closest to its real sum. is the closest to its real sum. is the closest to its real sum.

b. Look at the sums that gave the most precise estimates. Explain below what they have in common.
You might use a number line to support your explanation.

Lesson 19: Estimate sums by rounding and apply to solve measurement word
problems.
249

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 A STORY OF UNITS – TEKS EDITION Lesson 19 Problem Set 3•2

2. Janet watched a movie that is 94 minutes long on Friday night. She watched a movie that is 151 minutes
long on Saturday night.

a. Decide how to round the minutes. Then, estimate the total minutes Janet watched movies on Friday
and Saturday.

b. How much time did Janet actually spend watching movies?

c. Explain whether or not your estimated sum is close to the actual sum. Round in a different way, and
see which estimate is closer.

3. Sadie, a bear at the zoo, weighs 182 kilograms. Her cub weighs 74 kilograms.

a. Estimate the total weight of Sadie and her cub using whatever method you think best.

b. What is the actual weight of Sadie and her cub? Model the problem with a strip diagram.

Lesson 19: Estimate sums by rounding and apply to solve measurement word
250 problems.

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 A STORY OF UNITS – TEKS EDITION Lesson 19 Exit Ticket 3•2

Name      Date     

Jesse practices the trumpet for a total of 165 minutes during the first week of school. He practices for
245 minutes during the second week.

a. Estimate the total amount of time Jesse practices by rounding to the nearest 10 minutes.

b. Estimate the total amount of time Jesse practices by rounding to the nearest 100 minutes.

c. Explain why the estimates are so close to each other.

Lesson 19: Estimate sums by rounding and apply to solve measurement word
problems.
251

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 A STORY OF UNITS – TEKS EDITION Lesson 20 Application Problem 3•2

Tara brings 2 bottles of water on her hike. The first bottle has 471 milliliters of water, and
the second bottle has 354 milliliters of water. How many milliliters of water does Tara bring
on her hike?

Read​ Draw​ Write​

Lesson 20: Decompose once to subtract measurements including three-digit

minuends with zeros in the tens or ones place.
253

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 A STORY OF UNITS – TEKS EDITION Lesson 20 Problem Set 3•2

Name      Date     

1. Solve the subtraction problems below.

a. 60 mL −​ 24 mL b. 360 mL −​ 24 mL c. 360 mL −​ 224 mL

d. 518 cm −​ 21 cm e. 629 cm −​ 268 cm f. 938 cm −​ 440 cm

g. 307 g −​ 130 g h. 307 g −​ 234 g i. 807 g −​ 732 g

j. 2 km 770 m −​ 1 km 455 m k. 3 kg 924 g −​ 1 kg 893 g

Lesson 20: Decompose once to subtract measurements including three-digit

minuends with zeros in the tens or ones place.
255

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 A STORY OF UNITS – TEKS EDITION Lesson 20 Problem Set 3•2

2. The total weight of 3 books is shown to the right. If 2 books weigh

233 grams, how much does the third book weigh? Use a strip
diagram to model the problem.

3. The chart to the right shows the lengths of three movies.

The Lost Ship​ 117 minutes
a. The movie Champions​is 22 minutes shorter than The
Lost Ship.​ How long is Champions?​
Magical Forests​ 145 minutes

Champions​ ? minutes

b. How much longer is Magical Forests​ than Champions?​

4. The total length of a rope is 208 centimeters. Scott cuts it into 3 pieces. The first piece is 80 centimeters
long. The second piece is 94 centimeters long. How long is the third piece of rope?

Lesson 20: Decompose once to subtract measurements including three-digit

256 minuends with zeros in the tens or ones place.

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 A STORY OF UNITS – TEKS EDITION Lesson 20 Exit Ticket 3•2

Name      Date     

1. Solve the subtraction problems below.

a. 381 mL −​ 146 mL                             b. 730 m −​ 426 m                                     c. 509 kg −​ 384 kg

2. The total length of a banner is 408 centimeters. Carly paints it in 3 sections. The first 2 sections she paints
are 187 centimeters long altogether. How long is the third section?

Lesson 20: Decompose once to subtract measurements including three-digit

minuends with zeros in the tens or ones place.
257

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 A STORY OF UNITS – TEKS EDITION Lesson 21 Application Problem 3•2

Decompose twice to subtract measurements including three-digit minuends with zeros in the tens and ones places.

Jolene brings an apple and an orange with her to school. The weight of both pieces of fruit together
is 417 grams. The apple weighs 223 grams. What is the weight of Jolene’s orange?

Read​ Draw​ Write​

Lesson 21: Decompose twice to subtract measurements including three-digit

minuends with zeros in the tens and ones places.
259

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 A STORY OF UNITS – TEKS EDITION Lesson 21 Problem Set 3•2

Name      Date     

1. Solve the subtraction problems below.

a. 340 cm −​ 60 cm b. 340 cm −​ 260 cm

c. 513 g −​ 148 g d. 641 g −​ 387 g

e. 700 mL −​ 52 mL f. 700 mL −​ 452 mL

g. 6 km 802 m −​ 2 km 569 m h. 5 L 920 mL −​ 3 L 869 mL

Lesson 21: Decompose twice to subtract measurements including three-digit

minuends with zeros in the tens and ones places.
261

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 A STORY OF UNITS – TEKS EDITION Lesson 21 Problem Set 3•2

2. David is driving from San Angelo, Texas to El Paso, Texas. The total distance is 672 kilometers. He has
487 kilometers left to drive. How many kilometers has he driven so far?

3. The piano weighs 289 kilograms more than the piano bench. How much does the bench weigh?

4. Tank A holds 165 fewer liters of water than Tank B. Tank B holds 400 liters of water. How much water
does Tank A hold?

Lesson 21: Decompose twice to subtract measurements including three-digit

262 minuends with zeros in the tens and ones places.

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 A STORY OF UNITS – TEKS EDITION Lesson 21 Exit Ticket 3•2

Name      Date     

1. Solve the subtraction problems below.

a. 346 m −​ 187 m b. 700 kg −​ 592 kg

2. The farmer’s sheep weighs 647 kilograms less than the farmer’s cow. The cow weighs 725 kilograms.
How much does the sheep weigh?

Lesson 21: Decompose twice to subtract measurements including three-digit

minuends with zeros in the tens and ones places.
263

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 A STORY OF UNITS – TEKS EDITION Lesson 22 Application Problem 3•2

Estimate differences by rounding and apply to solve measurement word problems.

Millie’s fish tank holds 403 liters of water. She empties out 185 liters of water to clean the tank.
How many liters of water are left in the tank?

a. Estimate how many liters are left in the tank by rounding.

b. Estimate how many liters are left in the tank by rounding in a different way.

Read​ Draw​ Write​

Lesson 22: Estimate differences by rounding and apply to solve measurement

word problems.
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A STORY OF UNITS – TEKS EDITION Lesson 22 Application Problem 3•2

c. How many liters of water are actually left in the tank?

d. Is your answer reasonable? Which estimate was closer to the exact answer?

Read​ Draw​ Write​

Lesson 22: Estimate differences by rounding and apply to solve measurement

266 word problems.

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 A STORY OF UNITS – TEKS EDITION Lesson 22 Problem Set 3•2

Name      Date     

1. a. F ind the actual differences either on paper or using mental math. Round each total and part to the
nearest hundred and find the estimated differences.

A​ B​

448 −​ 153 =​               747 −​ 261 =​               

         −​          =​                        −​          =​               

451 −​ 153 =​               756 −​ 261 =​               

         −​          =​                        −​          =​               

448 −​ 149 =​               747 −​ 249 =​               

         −​          =​                        −​          =​               

451 −​ 149 =​               756 −​ 248 =​               

         −​          =​                        −​          =​               

Circle the estimated Circle the estimated

difference that are the closest difference that are the closest
to the actual differences. to the actual differences.

b. Look at the differences that gave the most precise estimates. Explain below what they have in
common. You might use a number line to support your explanation.

Lesson 22: Estimate differences by rounding and apply to solve measurement

word problems.
267

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 A STORY OF UNITS – TEKS EDITION Lesson 22 Problem Set 3•2

2. Camden uses a total of 372 liters of gas in two months. He uses 184 liters of gas in the first month. How
many liters of gas does he use in the second month?

a. Estimate the amount of gas Camden uses in the second month by rounding each number as you think
best.

b. How many liters of gas does Camden actually use in the second month? Model the problem with a
strip diagram.

3. The weight of a pear, apple, and peach are shown to the right. The
pear and apple together weigh 372 grams. How much does the
peach weigh?

a. Estimate the weight of the peach by rounding each number as

you think best. Explain your choice.

b. How much does the peach actually weigh? Model the problem with a strip diagram.

Lesson 22: Estimate differences by rounding and apply to solve measurement

268 word problems.

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 A STORY OF UNITS – TEKS EDITION Lesson 22 Exit Ticket 3•2

Name      Date     

Kathy buys a total of 416 grams of frozen yogurt for herself and a friend. She buys 1 large cup and 1 small
cup.

Large Cup​ 363 grams

Small Cup​ ? grams

a. Estimate how many grams are in the small cup of yogurt by rounding.

b. Estimate how many grams are in the small cup of yogurt by rounding in a different way.

c. How many grams are actually in the small cup of yogurt?

d. Is your answer reasonable? Which estimate was closer to the exact weight? Explain why.

Lesson 22: Estimate differences by rounding and apply to solve measurement

word problems.
269

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 A STORY OF UNITS – TEKS EDITION Lesson 23 Application Problem 3•2

Estimate sums and differences of measurements by rounding, and then solve mixed word problems.

Gloria fills water balloons with 238 mL of water. How many milliliters of water are in two water
balloons? Estimate to the nearest 10 mL and 100 mL. Which gives a closer estimate?

Read​ Draw​ Write​

Lesson 23: Estimate sums and differences of measurements by rounding, and

then solve mixed word problems.
271

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 A STORY OF UNITS – TEKS EDITION Lesson 23 Problem Set 3•2

Name      Date     

1. Weigh the bags of beans and rice on the scale. Then, write the weight on the scales below.

a. Estimate, and then find the total weight of the beans and rice.

Estimate:                    +​                    ≈​                    +​                    =​           

Actual:                    +​                    =​           

b. Estimate, and then find the difference between the weight of the beans and rice.

Estimate:                    −​                    ≈​                    −​                    =​           

Actual:                    −​                    =​           

c. Are your answers reasonable? Explain why.

Lesson 23: Estimate sums and differences of measurements by rounding, and

then solve mixed word problems.
273

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 A STORY OF UNITS – TEKS EDITION Lesson 23 Problem Set 3•2

2. Measure the lengths of the three pieces of yarn.

Yarm A​                    cm ≈​                    cm
a. Estimate the total length of Yarn A and Yarn C. Then,
find the actual total length.
Yarm B​                    cm ≈​                    cm

Yarm C​                    cm ≈​                    cm

b. Subtract to estimate the difference between the total length of Yarns A and C, and the length of
Yarn B. Then, find the actual difference. Model the problem with a strip diagram.

3. Plot the amount of liquid in the three containers on the number lines below. Then, round to the nearest
10 milliliters.

Lesson 23: Estimate sums and differences of measurements by rounding, and

274 then solve mixed word problems.

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 A STORY OF UNITS – TEKS EDITION Lesson 23 Problem Set 3•2

a. Estimate the total amount of liquid in three containers. Then, find the actual amount.

b. Estimate to find the difference between the amount of water in Containers D and E. Then, find the
actual difference. Model the problem with a strip diagram.

4. Shane watches a movie in the theater that is 115 minutes long, Trailer​ Length in minutes​
including the trailers. The chart to the right shows the length in
minutes of each trailer. 1​ 5 minutes

a. Find the total number of minutes for all 5 trailers. 2​ 4 minutes

3​ 3 minutes
4​ 5 minutes

b. Estimate to find the length of the movie without trailers. 5​ 4 minutes

Then, find the actual length of the movie by calculating the Total​
difference between 115 minutes and the total minutes of
trailers.

c. Is your answer reasonable? Explain why.

Lesson 23: Estimate sums and differences of measurements by rounding, and

then solve mixed word problems.
275

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 A STORY OF UNITS – TEKS EDITION Lesson 23 Exit Ticket 3•2

Name      Date     

Rogelio drinks water at every meal. At breakfast, he drinks 237 milliliters. At lunch, he drinks 300 milliliters.
At dinner, he drinks 177 milliliters.

a. Estimate the total amount of water Rogelio drinks. Then, find the actual amount of water he drinks
at all three meals.

b. Estimate how much more water Rogelio drinks at lunch than at dinner. Then, find how much more
water Rogelio actually drinks at lunch than at dinner.

Lesson 23: Estimate sums and differences of measurements by rounding, and

then solve mixed word problems.
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 A STORY OF UNITS – TEKS EDITION Credits G3

Credits
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of
copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future
editions and reprints of these modules.

Modules 1 & 2: Credits 279

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