Grade 3, Unit 6

_________________
Name
 Lesson 6-1
Trade-First Subtraction DATE TIME

Fill in the unit box. Then use trade-first subtraction to solve.

Unit
Check your answers.

Example:
1 Estimate:
Estimate: 220 – 190 = 30

10
1 11 17
8 3
2 1 7 -4 6
- 1 8 8
029

2 Estimate: 3 Estimate:

1 2 5 4 1 0
- 6 5 -2 8 6

190 one hundred ninety

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 542.

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 Identifying Facts That Lesson 6-3

Fit Strategies
DATE TIME

1 Look at the class posters. In the boxes below, record facts that you could solve
using each strategy.

Adding a group Doubling

Subtracting a group Near squares

2 How are the facts in the doubling box alike?

3 What do you notice about the facts in the near-squares box?

4 What do you notice about the facts in the adding-a-group box and the
subtracting-a-group box?

194 one hundred ninety-four

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 554.

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 Lesson 6-6
More Number Stories DATE TIME

For each number story:

• Complete the diagram. Use a letter to represent the unknown amount.
• Write a number model.
• Solve the number story. You may draw a picture to help.
• Write your answer with the unit. Think: Does my answer make sense?

1 Adele has 50 stickers to put into 5 gift bags. She wants the same number of
stickers in each bag. How many stickers should she put in each bag?
Letter and what it represents:

gift bags stickers per gift bag stickers in all

(number model with letter)

Answer:
(unit)

2 There are 48 third graders. The gym teacher groups them into teams of 6.
How many teams are there?
Letter and what it represents:

teams third graders per team third graders in all

(number model with letter)

Answer:
(unit)

200 two hundred

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 574.

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 Lesson 6-6
More Number Stories (continued) DATE TIME

For Problems 3 and 4, fill in the diagrams to help organize the information from
the stories.

3 There are 7 boxes of golf balls. Each box has the same number of balls. There
are 63 total golf balls. How many golf balls are in each box?
Letter and what it represents:

per in all

(number model with letter)

Answer:
(unit)

Try This
4 A package of notebook paper contains 80 sheets of paper. Your teacher has
4 packages of paper. How many sheets of paper does your teacher have?
Letter and what it represents:

per in all

(number model with letter)

Answer:
(unit)

two hundred one 201

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 574.

0200_0202_EM4_S_MJ_G3_U06_L06_v2_143091.indd 201 19/03/15 5:28 pm

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 More Multiplying Lesson 6-7

with Larger Factors

DATE TIME

Solve. Use pictures, words, or numbers to show your strategies.

Look at the Fact Strategy Wall for help.

1 6 × 15 = 2 12 × 3 =

3 = 11 × 4 4 14 × 5 =

5 = 16 × 7 6 = 17 × 4

Try This
7 Keisha is buying fabric to make costumes for the school play. She needs at
least 50 square yards. She has a 4-yard by 12-yard piece of fabric. Does she
have enough fabric?

Show your thinking.

204 two hundred four

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 580.

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 Number Sentences Lesson 6-8

with Parentheses
DATE TIME

Complete these number sentences.

1 = 18 - (9 + 5) 2 (75 - 29) + 5 =

3 = 8 + (9 × 3) 4 36 + (15 + 3) =

5 50 - (10 ÷ 2) = 6 (15 + 5) ÷ 5 =

Draw parentheses to make each number sentence true.

7 20 - 10 + 4 = 6 8 20 - 10 + 4 = 14

9 100 - 21 + 10 = 69 10 100 - 21 + 10 = 89

11 Amanda and Jerry solved this number sentence: 32 - (5 + 7) = ?

Amanda says the answer is 34, and Jerry says the answer is 20.
Who remembered what parentheses mean? Explain.

two hundred seven 207

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 586.

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 Lesson 6-10
Order of Operations DATE TIME

Use the order of operations to solve each number sentence below. Show your work.
To check your work, use a calculator that follows the order of operations.

Rules for the Order of Operations

1. Do operations inside parentheses first.
Follow rules 2 and 3 when computing inside parentheses.
2. Then multiply or divide, in order, from left to right.
3. Finally add or subtract, in order, from left to right.

1 = 11 - 3 × 3 2 15 ÷ 3 + 2 =

3 = 20 ÷ 5 × 2 4 6+4÷2=

Try This
5 Circle the answer that makes the number sentence true.
2 × (4 + 3 × 2) = ?
a. 28
b. 20
c. 14
Explain to a partner why you picked your answer.

212 two hundred twelve

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 602.

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 Number Models for Lesson 6-11

Multistep Problems
DATE TIME

For each problem:

• Write a number model. Use a letter for the unknown. You may draw a diagram.
Quantity
Total

Change Quantity
Start End per in all
Part Part

, , Difference , or
• Solve the problem. Show your work.
• Check that the answer makes your number model true. Write a summary
number model.
1 Ronald bought 2 packs of crackers. There are 5 crackers in each pack. He ate
some crackers. Now Ronald has 7 crackers. How many crackers did he eat?
Letter and what it represents: for

(number model with letter)

Answer: crackers.

(number model with answer)

2 Leila bought 3 bags of fruit. Each bag has 4 oranges and 6 apples. How many
pieces of fruit did Leila buy all together?
Letter and what it represents: for

(number model with letter)

Answer: pieces of fruit

(number model with answer)

two hundred fifteen 215

TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 611.

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