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4th grade (Eureka Math/EngageNY)
Unit 1: module 1: place value, rounding, and algorithms for addition and subtraction, unit 2: module 2: unit conversions and problem solving with metric measurement, unit 3: module 3: multi-digit multiplication and division, unit 4: module 4: angle measure and plane figures, unit 5: module 5: fraction equivalence, ordering, and operations, unit 6: module 6: decimal fractions, unit 7: module 7: exploring measurement with multiplication.
Common Core Grade 3 Math (Worksheets, Homework, Lesson Plans)
Looking for video lessons that will help you in your Common Core Grade 3 Math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Grade 3 students?
The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. The Lesson Plans and Worksheets are divided into seven modules.
Related Pages Common Core Math Resources, Lesson Plans And Worksheets Common Core Math Video Lessons, Math Worksheets and Games for Grade 3 Common Core Math Video Lessons, Math Worksheets and Games for all grades
Grade 3 Homework, Lesson Plans And Worksheets
| Module 1 Topics and Objectives | ||
|---|---|---|
| Standard: 3.OA.1, 3.OA.3 Days: 3 : Understand as multiplication. ( ) : Relate multiplication to the array model. ( ) ( ) ( ) : Interpret the meaning of factors - the size of the group or the number of groups. ( ) | ||
| Standard: 3.OA.2, 3.OA.6, 3.OA.3, 3.OA.4 Days: 3 : Understand the meaning of the unknown as the size of the group in division. ( ) ( ) ( ) : Understand the meaning of the unknown as the number of groups in division. ( ) : Interpret the unknown in division using the array model. ( ) | ||
| Standard: 3.OA.1, 3.OA.5 3.OA.3, 3.OA.4 Days: 4 , : Demonstrate the commutativity of multiplication and practice related facts by skip-counting objects in array models. ( ) : Find related multiplication facts by adding and subtracting equal groups in array models. ( ) : Model the distributive property with arrays to decompose units as a strategy to multiply. ( ) | ||
| : Topics A-C (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||
| Standard: 3.OA.2, 3.OA.4, 3.OA.6, 3.OA.7, 3.OA.3, 3.OA.8 Days: 3 : Model division as the unknown factor in multiplication using arrays and tape diagrams. ( ) : Interpret the quotient as the number of groups or the number of objects in each group using units of 2. ( ) : Interpret the quotient as the number of groups or the number of objects in each group using units of 3. ( ) ( ) ( ) | ||
| Standard: 3.OA.5, 3.OA.7, 3.OA.1, 3.OA.2, 3.OA.4, 3.OA.6 Days: 4 : Skip-count objects in models to build fluency with multiplication facts using units of 4. ( ) ( ) ( ) : Relate arrays to tape diagrams to model the commutative property of multiplication. ( ) : Use the distributive property as a strategy to find related multiplication facts. ( ) : Model the relationship between multiplication and division. ( ) ( ) ( ) | ||
| Standard: 3.OA.3, 3.OA.5, 3.OA.7, 3.OA.8, 3.OA.1, 3.OA.2, 3.OA.4, 3.OA.6 Days: 4 , : Apply the distributive property to decompose units. ( ) ( ) ( ) : Solve two-step word problems involving multiplication and division and assess the reasonableness of answers. ( ) ( ) ( ) : Solve two-step word problems involving all four operations and assess the reasonableness of answers. ( ) | ||
| : Topics A-F (assessment ½ day, return ½ day, remediation or further application 1 day) | ||
| Module 2 Topics and Objectives |
|---|
| Standard: 3.NBT.2, 3.MD.1 Days: 5 : Explore time as a continuous measurement using a stopwatch. ( ) : Relate skip-counting by 5 on the clock and telling time to a continuous measurement model, the number line. ( ) ( ) ( ) : Count by fives and ones on the number line as a strategy to tell time to the nearest minute on the clock. ( ) : Solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock. ( ) : Solve word problems involving time intervals within 1 hour by adding and subtracting on the number line. ( ) |
| Standard: 3.NBT.2, 3.MD.2, 3.NBT.8 Days: 6 : Build and decompose a kilogram to reason about the size and weight of 1 kilogram, 100 grams, 10 grams, and 1 gram. ( ) : Develop estimation strategies by reasoning about the weight in kilograms of a series of familiar objects to establish mental benchmark measures. ( ) : Solve one-step word problems involving metric weights within 100 and estimate to reason about solutions. ( ) : Decompose a liter to reason about the size of 1 liter, 100 milliliters, 10 milliliters, and 1 milliliter. ( ) : Estimate and measure liquid volume in liters and milliliters using the vertical number line. ( ) : Solve mixed word problems involving all four operations with grams, kilograms, liters, and milliliters given in the same units. ( ) |
| : Topics A-B (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Standard: 3.NBT.1, 3.MD1, 3.MD.2 Days: 3 : Round two-digit measurements to the nearest ten on the vertical number line. ( ) : Round two- and three-digit numbers to the nearest ten on the vertical number line. ( ) : Round to the nearest hundred on the vertical number line. ( ) ( ) ( ) |
| Standard: 3.NBT.2, 3.NBT.3, 3.MD.1, 3.MD.2 Days: 3 : Add measurements using the standard algorithm to compose larger units once. ( ) : Add measurements using the standard algorithm to compose larger units twice. ( ) : Estimate sums by rounding and apply to solve measurement word problems. ( ) ( ) ( ) |
| Standard: 3..NBT.2, 3.NBT.1, 3.MD.1, 3.MD.2 Days: 4 : Decompose once to subtract measurements including three-digit minuends with zeros in the tens or ones place. ( ) : Decompose twice to subtract measurements including three-digit minuends with zeros in the tens and ones places. ( ) : Estimate differences by rounding and apply to solve measurement word problems. ( ) ( ) ( ) : Estimate sums and differences of measurements by rounding, and then solve mixed word problems. ( ) |
| : Topics A-E (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| Module 3 Topics and Objectives |
|---|
| Standard: 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.3, 3.OA.6 Days: 3 Study commutativity to find known facts of 6, 7, 8, and 9. ( ) ( ) ( ) : Apply the distributive and commutative properties to relate multiplication facts 5 × + to 6 × and × 6 where is the size of the unit. ( ) ( ) ( ) : Multiply and divide with familiar facts using a letter to represent the unknown. ( ) |
| Standard: 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.6 Days: 4 : Count by units of 6 to multiply and divide using number bonds to decompose. ( ) : Count by units of 7 to multiply and divide using number bonds to decompose. ( ) : Use the distributive property as a strategy to multiply and divide using units of 6 and 7. ( ) : Interpret the unknown in multiplication and division to model and solve problems using units of 6 and 7. ( ) |
| Standard: 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.1, 3.OA.2, 3.OA.6, 3.OA.8 Days: 4 : Understand the function of parentheses and apply to solving problems. ( ) : Model the associative property as a strategy to multiply. ( ) : Use the distributive property as a strategy to multiply and divide. ( ) : Interpret the unknown in multiplication and division to model and solve problems. ( ) |
| : Topics A-C (assessment ½ day, return ½ day, remediation or further applications 1 day) |
| D. Multiplication and Division Using Units of 9 Standard: 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.6 Days: 4 : Apply the distributive property and the fact 9 = 10 - 1 as a strategy to multiply. ( ) , : Identify and use arithmetic patterns to multiply. ( ) ( ) ( ) : Interpret the unknown in multiplication and division to model and solve problems. ( ) |
| E. Analysis of Patterns and Problem Solving Including Units of 0 and 1 Standard: 3.OA.3, 3.OA.7, 3.OA.8, 3.OA.9, 3.OA.1, 3.OA.2, 3.OA.4, 3.OA.6 Days: 3 : Reason about and explain arithmetic patterns using units of 0 and 1 as they relate to multiplication and division. ( ) ( ) ( ) : Identify patterns in multiplication and division facts using the multiplication table. ( ) : Solve two-step word problems involving all four operations and assess the reasonableness of solutions. ( ) ( ) |
| F. Multiplication of Single-Digit Factors and Multiples of 10 Standard: 3.OA.5, 3.OA.8, 3.OA.9, 3.OA.3, Days: 4 : Multiply by multiples of 10 using the place value chart. ( ) : Use place value strategies and the associative property × ( × 10) = ( × ) × 10 (where and are less than 10) to multiply by multiples of 10. ( ) : Solve two-step word problems involving multiplying single-digit factors and multiples of 10. ( ) ( ) |
| : Topics A-F (assessment ½ day, return ½ day, remediation or further application 1 day) |
| Module 4 Topics and Objectives |
|---|
| Standard: 3.MD.5, 3.MD.6, 3.MD.7 Days: 4 : Understand area as an attribute of plane figures. ( ) : Decompose and recompose shapes to compare areas. ( ) : Model tiling with centimeter and inch unit squares as a strategy to measure area. ( ) : Relate side lengths with the number of tiles on a side. ( ) |
| Standard: 3.MD.5, 3.MD.6, 3.MD.7 Days: 4 : Form rectangles by tiling with unit squares to make arrays. ( ) : Draw rows and columns to determine the area of a rectangle, given an incomplete array. ( ) : Interpret area models to form rectangular arrays. ( ) : Find the area of a rectangle through multiplication of the side lengths. ( ) |
| : Topics A-B (assessment 1 day, return ½ day, remediation or further applications ½ day) |
| Standard: 3.MD.5, 3.MD.6, 3.MD.7 Days: 3 : Analyze different rectangles and reason about their area. ( ) : Apply the distributive property as a strategy to find the total area of a large rectangle by adding two products. ( ) : Demonstrate the possible whole number side lengths of rectangles with areas of 24, 36, 48, or 72 square units using the associative property. ( ) |
| Standard: 3.MD.5, 3.MD.6, 3.MD.7 Days: 5 : Solve word problems involving area. ( ) , : Find areas by decomposing into rectangles or completing composite figures to form rectangles. ( ) , : Apply knowledge of area to determine areas of rooms in a given floor plan. ( ) |
| : Topics A-D (assessment 1 day, return ½ day, remediation or further applications ½ day) |
| Module 5 Topics and Objectives |
|---|
| Standard: 3.G.2, 3.NF.1 Days: 4 : Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models. ( ) : Specify and partition a whole into equal parts, identifying and counting unit fractions by folding fraction strips. ( ) : Specify and partition a whole into equal parts, identifying and counting unit fractions by drawing pictorial area models. ( ) : Represent and identify fractional parts of different wholes. ( ) |
| Standard: 3.NF.1, 3.MD.3, 3.G.2 Days: 5 : Partition a whole into equal parts and define the equal parts to identify the unit fraction numerically. ( ) : Build non-unit fractions less than one whole from unit fractions. ( ) ( ) : Identify and represent shaded and non-shaded parts of one whole as fractions. ( ) ( ) : Represent parts of one whole as fractions with number bonds. ( ) : Build and write fractions greater than one whole using unit fractions. ( ) ( ) |
| Standard: 3.NF.3, 3.NF.1, 3.G.2 Days: 4 : Compare unit fractions by reasoning about their size using fraction strips. ( )( ) : Compare unit fractions with different sized models representing the whole. ( ) : Specify the corresponding whole when presented with one equal part. ( ) ( ) : Identify a shaded fractional part in different ways depending on the designation of the whole. ( ) |
| : Topics A-C (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| Standard: 3.NF.2, 3.NF.3, 3.MD.4 Days: 6 : Place unit fractions on a number line with endpoints 0 and 1. ( ) : Place any fraction on a number line with endpoints 0 and 1. ( ) : Place whole number fractions and unit fractions between whole numbers on the number line. ( ) ( ) : Practice placing various fractions on the number line. ( ) ( ) : Compare fractions and whole numbers on the number line by reasoning about their distance from 0. ( ) : Understand distance and position on the number line as strategies for comparing fractions. (Optional) ( ) |
| Standard: 3.NF.3 Days: 4 : Recognize and show that equivalent fractions have the same size, though not necessarily the same shape. ( ) : Recognize and show that equivalent fractions refer to the same point on the number line. ( ) , : Generate simple equivalent fractions by using visual fraction models and the number line. ( ) ( ) : Express whole numbers as fractions and recognize equivalence with different units. ( ) ( ) : Express whole number fractions on the number line when the unit interval is 1. ( ) ( ) : Decompose whole number fractions greater than 1 using whole number equivalence with various models. ( ) ( ) : Explain equivalence by manipulating units and reasoning about their size. ( ) ( ) |
| Standard: 3.NF.3d Days: 3 : Compare fractions with the same numerator pictorially. ( ) ( ) : Compare fractions with the same numerator using <, >, or = and use a model to reason about their size. ( ) : Partition various wholes precisely into equal parts using a number line method. ( ) |
| : Topics A-F (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| Module 6 Topics and Objectives |
|---|
| Standard: 3.MD.3 Days: 4 : Generate and organize data. ( ) : Rotate tape diagrams vertically. ( ) : Create scaled bar graphs. ( ) ( ) : Solve one- and two-step problems involving graphs. ( ) |
| Standard: 3.MD.4 Days: 5 : Create ruler with 1-inch, 1/2-inch, and 1/4-inch intervals and generate measurement data. ( ) : Interpret measurement data from various line plots. ( ) , : Represent measurement data with line plots. ( ) : Analyze data to problem solve. ( ) |
| : Topics A-B (assessment ½ day, return ¼ day, remediation or further applications ¼ day) |
| Module 7 Topics and Objectives |
|---|
| Standard: 3.OA.8 Days: 3 , : Solve word problems in varied contexts using a letter to represent the unknown. ( ) : Share and critique peer solution strategies to varied word problems. ( ) |
| Standard: 3.G.1 Days: 6 : Compare and classify quadrilaterals. ( ) : Compare and classify other polygons. ( ) : Draw polygons with specified attributes to solve problems. ( ) : Reason about composing and decomposing polygons using tetrominoes. ( ) : Create a tangram puzzle and observe relationships among the shapes. ( ) : Reason about composing and decomposing polygons using tangrams. ( ) |
| Standard: 3.MD.8, 3.G.1 Days: 8 : Decompose quadrilaterals to understand perimeter as the boundary of a shape. ( ) : Tessellate to understand perimeter as the boundary of a shape. (Optional) ( ) : Measure side lengths in whole number units to determine the perimeter of polygons. ( ) : Explore perimeter as an attribute of plane figures and solve problems. ( ) : Determine the perimeter of regular polygons and rectangles when whole number measurements are missing. ( ) : Solve word problems to determine perimeter with given side lengths. ( ) : Use string to measure the perimeter of various circles to the nearest quarter inch. ( ) : Use all four operations to solve problems involving perimeter and missing measurements. ( ) |
| : Topics A-C (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| Standard: 3.MD.4, 3.MD.8, 3.G.1 Days: 5 : Construct rectangles from a given number of unit squares and determine the perimeters. ( ) : Use a line plot to record the number of rectangles constructed from a given number of unit squares. ( ) , : Construct rectangles with a given perimeter using unit squares and determine their areas. ( ) : Use a line plot to record the number of rectangles constructed in Lessons 20 and 21. ( ) |
| Standard: 3.MD.8, 3.G.1 Days: 8 : Solve a variety of word problems with perimeter. ( ) ( ) , , , : Use rectangles to draw a robot with specified perimeter measurements, and reason about the different areas that may be produced. ( ) , : Solve a variety of word problems involving area and perimeter using all four operations. ( ) : Share and critique peer strategies for problem solving. ( ) |
| : Topics A-E (assessment 1 day, return 1 day, remediation or further applications 1 day) |
| , : Explore and create unconventional representations of one-half. ( ) : Solidify fluency with Grade 3 skills. : Create resource booklets to support fluency with Grade 3 skills. |
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Eureka Math Grade 3 Module 6 Lesson 4 Answer Key
Engage ny eureka math 3rd grade module 6 lesson 4 answer key, eureka math grade 3 module 6 lesson 4 problem set answer key.
Question 1. The chart below shows the number of magazines sold by each student.
| 300 | 250 | 100 | 450 | 600 |
c. How many fewer magazines did Debbie sell than Ben and Stanley combined? Answer: 150 fewer magazines Total magazines debbie sold = 600 Total magazines sold by Ben and Stanley = 300 + 450 = 750 750 – 600 = 150
d. How many more magazines did Debbie and Jeff sell than Ben and Rachel? Answer: 150 more magazines Debbie and Jeff sold = 600 + 100 = 700 Ben and Rachel sold = 300 + 250 = 550 700 – 550 = 150
b. How many more visitors attended the carnival on Monday and Tuesday combined than on Thursday and Friday combined? Answer: 80 more visitors Combined visitors on Monday and Tuesday =340 +300 =640 Combined visitiors on Thursady and Friday = 190 + 370 = 560 640 – 560 = 80
Eureka Math Grade 3 Module 6 Lesson 4 Exit Ticket Answer Key
d. How many more books were checked out on Thursday and Friday than on Monday and Tuesday? Answer: 50 more books were checked out on Thursday and Friday than on Monday and Tuesday Books checked out on Thursday and Friday = 320 +390 =710 Books checked out on Monday and Tuesday = 350 + 310 = 660 710 – 660 = 50
Eureka Math Grade 3 Module 6 Lesson 4 Homework Answer Key
b. It costs $2 for each student to attend the field trip. How much money does it cost for all students to attend? Answer: Total cost = $59 Cost for girls on total = $32 Cost for Boys on total = $27
c. The cafeteria in the planetarium has 9 tables with 8 seats at each table. Counting students and teachers, how many empty seats should there be when the 2 classes eat lunch? Answer: Empty seats are 11 Total number of seats avaliable are 72 Total number of students are 59 Total number of Teachers are 2 59 + 2 = 61 Total empty seats are 72 – 61 = 11
Eureka Math Grade 3 Module 6 Answer Key
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The source for the homework pages is the full module PDF, available for free here:https://www.engageny.org/resource/grade-3-mathematics-module-4
Lesson 3: Model tiling with centimeter and inch unit squares as a strategy to measure area. 3Lesson 3 Homework 4 3. Each is 1 square unit. Write the area of each rectangle. Then, draw a different rectangle with the same area in the space provided. A Area = _____ square units B Area = _____ C
It's Homework Time! Help for fourth graders with Eureka Math Module 4 Lesson 3.
You can find the source for the homework pages at the link below. I used the "full module" PDF:https://www.engageny.org/resource/grade-3-mathematics-module-6
Eureka Math Grade 3 Module 4 Lesson 4 Exit Ticket Answer Key. Label the side lengths of each rectangle. Then, match the rectangle to its total area. Answer: The area of the rectangle = 6 sq cm. Explanation: In the above-given question, given that, the area of the rectangle = l x b.
Multiplication and Area. Eureka Essentials: Grade 3. An outline of learning goals, key ideas, pacing suggestions, and more! Downloadable Resources. Teacher editions, student materials, application problems, sprints, etc. Application Problems. Files for printing or for projecting on the screen. Application Problems with space for student work ...
Lesson 3: Model tiling with centimeter and inch unit squares as a strategy to measure area. 3Lesson 3 Homework 4 3. Each is 1 square unit. Write the area of each rectangle. Then, draw a different rectangle with the same area in the space provided. A Area = _____ square units B Area = _____ C
Eureka Math Grade 4 Module 4 Lesson 3 Homework Answer Key. Question 1. On each object, trace at least one pair of lines that appear to be perpendicular. Answer: Refer below to check the perpendicular angles which are traced for the images. Explanation: As two distinct lines intersect each other at 90 degrees those lines are called perpendicular ...
GRADE 4 • MODULE 3 Multi-Digit Multiplication and Division A STORY OF UNITS TEKS EDITION. 492 Module 3: Multi-Digit Multiplication and Division ... A STORY OF UNITS TEKS EDITION Lesson 4 Answer Key 4 • 3 Homework 1. Disks drawn; 700; 700; 7 hundreds 2. Disks drawn; 7,000; 7,000; 7 thousands 3. a. 80 b. 100 c. 8 d. 30 e. 1,000 f. 100 g. 4,000
Grade 4 Module 3 Lessons 1-38 Eureka Math™ Homework Helper 2015-2016. 2015-16 Lesson 1 : Investigate and use the formulas for area and perimeter of rectangles. 4•3 A Story of Units ... Lesson 4 : Interpret and represent patterns when multiplying by 10, 100, and 1,000
Lesson 3: Represent mixed numbers with units of tens, ones, and tenths with place value disks, on the number line, and in expanded form. Lesson 3 Homework 4• 6 c. 3 tens 2 ones 3 tenths d. 8 tens 4 ones 8 tenths 3. Complete the chart. Point Number Line Decimal Form Mixed Number (ones and fraction form) Expanded Form (fraction or decimal
e lengths with the num. er of tiles on a side. 9/30/134.A.4. hts reserved. commoncore.orgThis work is licensed under a Creative Commo. CO. MON CORE MATHEMATICS CURRICULUMLesson 4. omework 3•44. Each square unit below is 1 square inch. Claire. ys that the side length of the rectangl. below is 3inch.
EngageNY/Eureka Math Grade 4 Module 3 Lesson 3For more Eureka Math (EngageNY) videos and other resources, please visit http://EMBARC.onlinePLEASE leave a mes...
Lesson 4 Homework 3 7 Lesson 4: Compare and classify quadrilaterals. 2. a. Each quadrilateral below has at least 1 set of parallel sides. Trace each set of parallel sides with a colored pencil. b. Using a straightedge, sketch a different quadrilateral with at least 1 set of parallel sides. A STORY OF UNITS ©2015 Great Minds. eureka-math.org 18
Learn fourth grade math aligned to the Eureka Math/EngageNY curriculum—arithmetic, measurement, geometry, fractions, and more. ... Divide multi-digit numbers by 2, 3, 4, and 5 (remainders) Module 3: Multi-digit multiplication and division: Quiz 6; Multiply 2-digit numbers with area models;
Grade 3 Homework, Lesson Plans And Worksheets. Lesson 1: Understand equal groups of as multiplication. ( Video Lesson) Lesson 2: Relate multiplication to the array model. ( Video Lesson) ( Worksheet Sprint A) ( Worksheet Sprint B) Lesson 3: Interpret the meaning of factors - the size of the group or the number of groups.
Grade 3 Module 1 Lessons 1-21 Eureka Math™ Homework Helper 2015-2016. 2015-16 Lesson 1 : Understand equal groups of as multiplication. 3•1Homework Helper G3-M1-Lesson 1 1. Solve each number sentence. 2. Circle the picture that shows 3 × 2. I know this picture shows equal groups because each group has the same
Unit 1 Math Tools, Time, and Multiplication. Unit 2 Number Stories and Arrays. Unit 3 Operations. Unit 4 Measurement and Geometry. Unit 5 Fractions and Multiplication Strategies. Unit 6 More Operations. Unit 7 Fractions. Unit 8 Multiplication and Division. Unit 9 Multidigit Operations.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 34 Homework 4 { 3. CO. CS CURRICULUMName Lesson 34 Homework 4 31.Lesson 34:Multiply two-digit. 0 by two-digit numbers. using a place value chart.8/28/13D. reserved. commoncore.org3.H.13This work is licensed under a Creative Co.
Eureka Math Grade 4 Module 3 Lesson 4 Problem Set Answer Key. Draw place value disks and arrows as shown to represent each product. Question 1. and 5 ones X 100 = 500. Question 2. 5 X 10 X 10 X 10 = 5,000 and 5 ones X 1,000 = 5,000. Question 3. Fill in the blanks in the following equations.
It's Homework Time! Help for fourth graders with Eureka Math Module 3 Lesson 3.
Eureka Math Grade 3 Module 6 Lesson 4 Homework Answer Key. Question 1. Maria counts the coins in her piggy bank and records the results in the tally chart below. Use the tally marks to find the total number of each coin. Answers: a. Use the tally chart to complete the bar graph below. The scale is given. Answers:
10 9 8 7 6 5 4 3 2 1 Eureka Math™ Grade 3, Module 5 Student File_A Contains copy-ready classwork and homework ... Lesson 3 Homework 2 fourths are shaded. Name Date 1. Each shape is a whole divided into equal parts. Name the fractional unit, and then count and tell how many of those units are shaded. ...