{"id":7826,"date":"2022-03-14T16:15:18","date_gmt":"2022-03-14T10:45:18","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=7826"},"modified":"2022-03-15T10:48:18","modified_gmt":"2022-03-15T05:18:18","slug":"envision-math-common-core-grade-3-answer-key-topic-14","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-3-answer-key-topic-14\/","title":{"rendered":"enVision Math Common Core Grade 3 Answer Key Topic 14 Solve Time, Capacity, and Mass Problems"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 3 Answer Key<\/a>\u00a0Topic 14 Solve Time, Capacity, and Mass Problems<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 3rd Grade Answers Key Topic 14 Solve Time, Capacity, and Mass Problems<\/h2>\n

Essential Question:<\/strong>
\nHow can time, capacity, and mass be measured and found?
\n\"Envision<\/p>\n

Answer:
\nThe time is measured in hours.
\nthe capacity is measured in liters.
\nthe mass is measured in grams.<\/p>\n

Explanation:
\nIn the above-given question,
\ngiven that,
\n1 hour = 60 min.
\n1000 ml = 1 liter.
\n1000 g = 1 kg.
\nThe time is measured in hours.
\nthe capacity is measured in liters.
\nthe mass is measured in grams.<\/p>\n

enVision STEM Project: Forces and Interactions<\/strong>
\nDo Research Use the Internet or other sources to find information about magnets. How are magnets used? What types of magnets are there? Attach different amounts of paper together using a metal paper clip. How can you lift the paper using the magnet? How much mass can the magnet lift?<\/p>\n

Answer:
\nThere are three types of magnets are there.<\/p>\n

Explanation:
\nIn the above-given question,
\ngiven that,
\nthere are three types of magnets are there.
\nthey are permanent magnets, temporary magnets, and electromagnets.
\nMagnet is defined as a material that can produce its own magnetic field.
\npermanent magnets are magnets that are used permanently.
\ntemporary magnets are used as per the situation.
\nelectro magnets are used due to the support of an electric field.<\/p>\n

Journal: Write a Report Include what you found. Also in your report:<\/p>\n

    \n
  • Give examples of magnetic and non-magnetic materials.<\/li>\n
  • Find the masses of the paper clip and of the paper.<\/li>\n
  • Write an equation to show how much mass you can lift using the magnet.<\/li>\n<\/ul>\n

    Review What You Know<\/strong><\/p>\n

    Vocabulary<\/strong><\/p>\n

      \n
    • denominator<\/li>\n
    • numerator<\/li>\n
    • number line<\/li>\n
    • unit fraction<\/li>\n<\/ul>\n

      Choose the best term from the box. Write it on the blank.
      \nQuestion 1.
      \nThe _________ tells the number of repetitions of the unit fraction.<\/p>\n

      Answer:
      \nThe numerator tells the number of repetitions of the unit fraction.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe numerator tells the number of repetitions of the unit fraction.
      \nfor example:
      \nthe numerator is 1.
      \nthe denominator tells how many equal parts are there.
      \nexamples of the unit fractions are 1\/2, 1\/3, 1\/4, and 1\/8.
      \nso the numerator tells the number of repetitions of the unit fraction.<\/p>\n

      Question 2.
      \nThe ________ tells what fractional part is being counted.<\/p>\n

      Answer:
      \nThe denominator tells what fractional part is being counted.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe denominator tells what fractional part is being counted.
      \nfor example:
      \n2\/8 = 1\/4.
      \nso the denominator tells what fractional part is being counted.<\/p>\n

      Question 3.
      \nOne equal part of a whole can be represented using a _________<\/p>\n

      Answer:
      \nOne equal part of a whole can be represented using a number line.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \none equal part of a whole can be represented using a number line.
      \nfor example:
      \nif the number line is divided into 4 parts.
      \nthe fractions can be written as 1\/4, 2\/4, 3\/4, and 4\/4.
      \none equal part of a whole can be represented using a number line.<\/p>\n

      Solving 2-Step Problems<\/strong>
      \nQuestion 4.
      \nMr. Vernon rides a train for 188 miles. Then he rides a subway for 9 stops. Each stop is 2 miles apart. How far does he travel?<\/p>\n

      Answer:
      \nThe number of miles Mr. Vernon rides = 206 miles.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMr. Vernon rides a train for 188 miles.
      \nthen he rides a subway for 9 stops.
      \neach stop is 2 miles apart.
      \n9 x 2 = 18.
      \n188 + 18 = 206.
      \nso the number of miles Mr.Vernon rides = 206 miles.<\/p>\n

      Question 5.
      \nMs. Slate has a box of 320 new light bulbs. She replaces the light bulbs in 50 lamps. Each lamp has 5 sockets. How many new light bulbs does Ms. Slate have left?<\/p>\n

      Answer:
      \nThe number of light bulbs does Ms. Slate has left = 70 bulbs.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMs. Slate has a box of 320 new light bulbs.
      \nShe replaces the light bulbs in 50 lams.
      \neach lamp has 5 sockets.
      \n50 x 5 = 250.
      \n320 – 250 = 70.
      \nso the number of light bubls does Ms. Slate has left = 70 bulbs.<\/p>\n

      Number Lines<\/strong><\/p>\n

      Label the missing numbers on the number lines.
      \nQuestion 6.
      \n\"Envision<\/p>\n

      Answer:
      \nThe missing numbers on the number line are 2\/6, 4\/6, 5\/6, 6\/6, 7\/6, and 1.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nlabel the missing numbers on the number lines.
      \nthe number line is divided into 6 parts.
      \nthe missing numbers are 2\/6, 4\/6, 5\/6, 6\/6, 7\/6, and 1.
      \nso the missing number is 2\/6, 4\/6, 5\/6, 7\/6, and 1.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Question 7.
      \n\"Envision<\/p>\n

      Answer:
      \nThe missing numbers are 50, 100, 150, 200, 350, and 400.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nlabel the missing numbers on the number line.
      \nthe distance between each point is 50.
      \nso the starting point is 50.
      \n50 + 50 = 100, 100 + 50 = 150, 150 + 50 = 200, 200 + 50 = 250, 250 + 50 = 300.
      \nso the missing numbers are 50, 100, 150, 200, 350, and 400.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Fractions<\/strong><\/p>\n

      Question 8.
      \nRena divides a square into 8 equal parts. What unit fraction should she write as a label for each of the parts?
      \nA. \\(\\frac{0}{8}\\)
      \nB. \\(\\frac{1}{8}\\)
      \nC. \\(\\frac{8}{8}\\)
      \nD. \\(\\frac{8}{1}\\)<\/p>\n

      Answer:
      \nOption B is the correct answer.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nRena divides a square into 8 equal parts.
      \n1\/8 is the correct fraction.
      \nso option B is the correct answer.<\/p>\n

      Question 9.
      \nWrite two fractions that are equal to 1.<\/p>\n

      Answer:
      \nThe two fractions are 5\/5 and 1\/1.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe two fractions that are equal to 1 are,
      \n5\/5 = 1.
      \n1\/1 = 1.
      \nso the two fractions are 5\/5 and 1\/1.<\/p>\n

      Pick a Project<\/strong><\/p>\n

      PROJECT 14A
      \nHow do you show elapsed time on a clock?
      \nProject: Write and Tell a Story About Time
      \n\"Envision<\/p>\n

      Answer:
      \nThe time is 11:55.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe minute hand is on the 11.
      \nthe hour hand is on the 12.
      \nso the time is 11:55.
      \n5 x 11 = 55.
      \nso the time is 11:55.<\/p>\n

      PROJECT 14B
      \nWhat is the best way to plan for a full day?
      \nProject: Create and Play a Matching Game
      \n\"Envision<\/p>\n

      Answer:
      \nThe numbers 12 and 29 comes on Saturday and Tuesday.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe numbers on the calendar are:
      \n1, 2, 3, 4, 5, 6, …..and 31.
      \nthe numbers are 12 and 29 comes on Saturday and Tuesday.<\/p>\n

      PROJECT 14C
      \nHow did people tell time before clocks?
      \nProject: Design and Make a Sundial
      \n\"Envision<\/p>\n

      PROJECT 14D
      \nWhat is your favorite recipe?
      \nProject: Perform a Song About the Masses of Objects
      \n\"Envision<\/p>\n

      Lesson 14.1 Time to the Minute<\/h3>\n

      Solve & Share<\/strong>
      \nXander and his mother are visiting a store. In the store, there are many clocks on the shelves. The clocks show different times. Tell the times shown on each of the clocks below.
      \nI can … show and tell time to the minute using clocks.
      \n\"Envision<\/p>\n

      Answer:
      \nThe times are 1’o clock, 5’30, and 5:55.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nin the 1st watch, the minute hand is on the 12 and the hour hand on the 1.
      \nso the time is 1:00.
      \nin the 2nd watch, the minute hand is on the 6 and the hour hand on the 5.
      \nso the time is 5:30.
      \nin the 3rd watch, the minute hand is on the 11 and the hour hand on the 6.
      \nso the time is 5:55.<\/p>\n

      Look Back! Xander and his mother leave the store at 8:47. How can you use the clock to show this time?
      \n\"Envision<\/p>\n

      Answer:
      \nThe minute hand is on the 9 and the hour hand is on the 8.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nXander and his mother leave the store at 8:47.
      \nthe minute hand is on the 9.
      \nthe hour hand is on the 8.
      \nso the time is 8:47.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Essential Question<\/strong>
      \nHow Do You Tell Time to on the Nearest Minute?<\/p>\n

      Visual Learning Bridge
      \nThe clock shows the time a train from Memphis is scheduled to arrive at Central Station. What time is the train scheduled to arrive? Write the time in digital form and in two other ways.
      \n\"Envision<\/p>\n

      \"Envision<\/p>\n

      Convince Me! Model with Math A train arrives from Atlanta one hour after the Memphis train. Write the arrival time of the Atlanta train in digital form and two other ways. Use a clock face to help.<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nIn the Memphis train example, why is 42 minutes after 12 o’clock the same as 18 minutes before 1 o’clock? Explain.<\/p>\n

      Answer:
      \nThe 42 minutes after 12 o’clock is the same as 18 minutes before 1 o’clock.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe minute hand is on the 8 after two small points.
      \n5 x 8 = 40.
      \n40 + 2 = 42.
      \nthe hour hand is in between 12 and 1.
      \nthe time is 12:42.
      \nso the 42 minutes after 12 o’clock is the same as 18 minutes before 1 o’clock.<\/p>\n

      Question 2.
      \nAn airplane landed at 3:55. Does the clock show the time the airplane landed? Explain.
      \n\"Envision<\/p>\n

      Answer:
      \nYes, the time is correct.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe minute hand is on the 11.
      \nthe hour hand is on the 3.
      \n5 x 11 = 55.
      \nso the time is 3:55.
      \nthe time is correct.<\/p>\n

      Do You Know How?<\/strong>
      \nIn 3 and 4, write the time shown on each clock in two ways.
      \nQuestion 3.
      \n\"Envision<\/p>\n

      Answer:
      \nThe time is 3:12 and 12 minutes after 3 o’clock.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe minute hand is on the 2.
      \nthe hour hand is on the 3.
      \nthe time is 12 minutes after 3 o’clock.
      \n5 x 2 = 10.
      \n10 + 2 = 12.
      \nso the time is 3:12.<\/p>\n

      Question 4.
      \n\"Envision<\/p>\n

      Answer:
      \nThe time is 5:43 and 43 minutes after 5 o’clock .<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe minute hand is on the 5.
      \nthe hour hand is on the 8.
      \n5 x 8 = 40.
      \n40 + 3 = 43.
      \nso the time is 5:43.
      \nthe time is 43 minutes after 5 o’clock.<\/p>\n

      Independent Practice<\/strong><\/p>\n

      In 5-7, write the time shown on each clock in two ways.
      \nQuestion 5.
      \n\"Envision<\/p>\n

      Answer:
      \nThe time is 11:20 and 20 minutes after 11 o’clock.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe minute hand is on the 4.
      \nthe hour hand is on the 11.
      \nthe time is 20 minutes after 11 o’clock.
      \n5 x 4 = 20.
      \nso the time is 11:20.<\/p>\n

      Question 6.
      \n\"Envision<\/p>\n

      Answer:
      \nThe time is 7:39 and 21 minutes before 8 o’clock.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe minute hand is on the 7.
      \nthe hour hand is on the 7.
      \nthe time is 21 minutes before 8 o’clock.
      \n5 x 7 = 35.
      \n35 + 2 = 37.
      \nso the time is 7:39.<\/p>\n

      Question 7.
      \n\"Envision<\/p>\n

      Answer:
      \nThe time is 8:44.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe minute hand is on the 2.
      \nthe hour hand is on the 3.
      \n5 x 2 = 10.
      \n10 + 2 = 12.
      \nso the time is 3:12.<\/p>\n

      Problem Solving<\/strong><\/p>\n

      In 8 and 9, use the table.
      \n\"Envision<\/p>\n

      Question 8.
      \nRoy says that the scarf and the hat together cost about the same amount as a blanket and a hat. Is this a reasonable estimate? Explain.<\/p>\n

      Answer:
      \nNo, it is not reasonable.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nRoy says that the scarf and the hat together cost about the same amount as a blanket and a hat.
      \nthe scarf cost $18.
      \nthe hat cost $12.
      \nblanket cost $19.
      \n18 + 12 = 30.
      \n19 + 12 = 31.
      \nso both are not same.<\/p>\n

      Question 9.
      \nWhat did Jorge buy at the sale if $19 + $19+ $19+ $18 stands for the total cost of his purchase?<\/p>\n

      Answer:
      \nThe total cost is $75.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nJorge buy at the sale $19 + $19 + $19 + $18.
      \n19 + 19 = 38.
      \n19 + 18 = 37.
      \n37 + 38 = 75.
      \nso the total cost is $75.<\/p>\n

      Question 10.
      \nBe Precise<\/strong> Mia left her house at 25 minutes before 3 o’clock. Draw hands on the clock to show when she left.
      \n\"Envision<\/p>\n

      Answer:
      \nThe time is 2:35.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMia left her house 25 minutes before 3 o’clock.
      \nthe minute hand is on the 7.
      \nthe hour hand is on the 2.
      \n5 x 7 = 35.
      \nso the time is 2:35.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Question 11.
      \nHigher Order Thinking Sandra’s party started at 7:00. Her friends Theo and Lily arrive at 10 minutes after 7 o’clock. Her friend Marcus arrives 35 minutes after Theo and Lily. What time did Marcus arrive? Write this time in two other ways.<\/p>\n

      Answer:
      \nThe time did Marcus arrive = 7:45.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nSandra’s party started at 7:00.
      \nTheo and Lily arrive 10 minutes after 7 o’clock.
      \nHer friend Marcus arrives 35 minutes after Theo and Lily.
      \n7:10 + 35 = 7:45.
      \nso the time Marcus arrive = 7:45.<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 12.
      \nClay and his family sit down to eat dinner at the time shown on the clock. Which of the following are other ways to write that time? Select all that apply.
      \n\"Envision
      \n\u2610 3 : 25
      \n\u2610 5 : 16
      \n\u2610 16 minutes after 5 o’clock
      \n\u2610 44 minutes before 5 o’clock
      \n\u2610 16 minutes before 5 o’clock<\/p>\n

      Answer:
      \nThe time is 5:16 and 16 minutes after 5 o’clock.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe minute hand is on the 3 after 1 point.
      \nthe hour hand is on the 5.
      \n5 x 3 = 15.
      \n15 + 1 = 16.
      \nso the time is 5:16 and 16 minutes after 5 o’clock.<\/p>\n

      Question 13.
      \nMary Ann called her grandmother. She ended the call at the time shown on the clock. Which of the following are NOT other ways to write this time? Select all that apply.
      \n\"Envision
      \n\u2610 14 minutes before 9 o’clock
      \n\u2610 3 : 46
      \n\u2610 46 minutes after 3 o’clock
      \n\u2610 9 : 19
      \n\u2610 14 minutes before 4 o’clock<\/p>\n

      Answer:
      \nThe wrong options are 3:46 and 14 minutes before 9 o’clock.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMary Ann called her grandmother.
      \nShe ended the call at the time shown on the clock.
      \nso the minute hand is on the 9.
      \nthe hour hand is in between 3 and 4.
      \n5 x 9 = 45.
      \n45 + 1 = 46.
      \nso the time is 3:46.<\/p>\n

      Lesson 14.2 Units of Time: Measure Elapsed Time<\/h3>\n

      Solve & Share<\/strong>
      \nDenise went to see a movie. The movie started at 1:05 P.M. It ended at 2:35 P.M. How long did the movie last? Explain your reasoning.
      \nI can… measure intervals of time in hours and minutes.
      \n\"Envision<\/p>\n

      Look Back! Without counting hours and minutes, how do you know the movie Denise went to see was less than 2 hours long?<\/p>\n

      Answer:
      \nThe number of minutes the movie lasts = 1 hour 30 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nDenise went to see a movie. The movie started at 1:05 P.M.
      \nIt ended at 2:35 P.M.
      \n2:35 – 1:05 = 1:30.
      \nso the number of minutes the movie lasts = 1 hour 30 minutes.<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Find Elapsed Time?<\/p>\n

      Visual Learning Bridge
      \nJaney took part in a charity walk. The walk started at 7:10 A.M. It ended at 11:20 A.M. How long did the walk last?
      \n\"Envision<\/p>\n

      \"Envision<\/p>\n

      Convince Me! Make Sense and Persevere After the charity walk, Janey talked with friends from 11:25 A.M. to 11:40 A.M. Then lunch was served from 11:45 A.M. until 2:10 P.M. How long did lunch last?<\/p>\n

      Another Example!<\/strong>
      \nYou can also use a number line to measure elapsed time.
      \nJaney’s charity walk lasted 4 hours, 10 minutes.
      \nThe number line shows the number of hours and minutes that elapsed during the walk.
      \n\"Envision<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nIf a start time is 7:15 A.M. and an end time is 7:45 A.M., why do you not have to count hours to find the elapsed time?<\/p>\n

      Answer:
      \nThe elapsed time is 7:30 A.M.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nIf a start time is 7:15 A.M. and an end time is 7:45 A.M.
      \n7:45 – 7:15 = 7:30.
      \nso the elapsed time is 7 hours 30 minutes.<\/p>\n

      Question 2.
      \nA movie started at 2:30 P.M. and ran for 2 hours, 15 minutes. What time did the movie end?<\/p>\n

      Answer:
      \nThe time did the movie end = 4:45 P.M.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nThe movie started at 2:30 P.M and ran for 2 hours, 15 minutes.
      \n30 + 15 = 45.
      \n2 + 2 = 4.
      \nso the time did movie end = 4:45 P.M.<\/p>\n

      Do You Know How?<\/strong>
      \nQuestion 3.
      \nDraw a number line to count the hours from 11:00 A.M. to 5:00 P.M. What is the elapsed time?<\/p>\n

      Answer:
      \nThe elapsed time = 6 hours.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nhours from 11 to 5 is 6 hours.
      \nthe time is 11:A.M to 5:00 P.M.
      \n11 + 1 = 12.
      \n1 + 5 = 6.
      \nso the elapsed time is 6 hours.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Independent Practice<\/strong><\/p>\n

      Leveled Practice In 4-7, use clocks or number lines to find the elapsed or end time.
      \n\"Envision
      \nQuestion 4.
      \nHours from 6:30 P.M. to 9:30 P.M. ___________
      \nMinutes from 9:30 P.M. to 9:50 P.M. ___________
      \nThe elapsed time is ___________ hours, ___________ minutes.<\/p>\n

      Answer:
      \n3 hours.
      \n20 minutes.
      \nthe elapsed time is 3 hours and 20 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe hours from 6:30 P.M to 9:30 P.M is 6 + 3 = 9.
      \nthe minutes from 9:30 P.M to 9:50 P.M is 30 + 20 = 50.
      \n9 – 6 = 3.
      \n50 – 20 = 30.
      \nso the elapsed time is 3 hours and 20 minutes.<\/p>\n

      Question 5.
      \nStart Time: 10:00 A.M.
      \nEnd Time: 3:00 P.M.
      \nElapsed Time: ___________<\/p>\n

      Answer:
      \nThe elapsed time = 5 hours.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nStart Time: 10:00 A.M.
      \nEnd Time: 3:00 P.M.
      \n10 A.M + 1 = 11 + 1 = 12.
      \n12 + 1 = 1.
      \n1 + 2 = 3.
      \n3\u00a0 + 2 = 5 hours.<\/p>\n

      Question 6.
      \nStart Time: 9:15 A.M.
      \nEnd Time: 10:45 A.M.
      \nElapsed Time: ___________<\/p>\n

      Answer:
      \nThe elapsed time = 1 hour 30 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nStart Time: 9:15 A.M.
      \nEnd Time: 10:45 A.M.
      \n45 – 15 = 30.
      \n10 – 1 = 9.
      \nso the elapsed time is 1 hour 30 minutes.<\/p>\n

      Question 7.
      \nStart Time: 11:30 A.M.
      \nElapsed Time: 5 hours, 25 minutes
      \nEnd Time: ___________<\/p>\n

      Answer:
      \nThe End time = 4:55 P.M.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nStart Time: 11:30 A.M.
      \nElapsed Time: 5 hours, 25 minutes
      \n11:30 + 5 = 4:30.
      \n30 + 25 = 55.
      \nso the End Time = 4:55 P.M.<\/p>\n

      Problem Solving<\/strong><\/p>\n

      In 8 and 9, use the list at the right.
      \n\"Envision
      \nQuestion 8.
      \nReasoning<\/strong> Mr. Flores made a list of the times it takes for different items to bake. Which items will take less than \\(\\frac{1}{2}\\) hour to bake?<\/p>\n

      Answer:
      \nThe items that take half an hour to bake are bread, granola bars, vegetables.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMr. Flores made a list of the times it takes for different items to bake.
      \n1\/2 hour = 30 minutes.
      \nbread will bake in 27 minutes.
      \ngranola bars bake in 21 minutes.
      \nvegetables bake in 24 minutes.
      \nThe pasta dish bakes in 48 minutes.
      \nso the items that take half an hour to bake are bread, granola bars, vegetables.<\/p>\n

      Question 9.
      \nWhich two items, when you add their baking time together, take less time to bake than the pasta dish?<\/p>\n

      Answer:
      \nThe two items that take less time to bake are granola bars and vegetables.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMr. Flores made a list of the times it takes for different items to bake.
      \n1\/2 hour = 30 minutes.
      \nbread will bake in 27 minutes.
      \ngranola bars bake in 21 minutes.
      \nvegetables bake in 24 minutes.
      \nThe pasta dish bakes in 48 minutes.
      \n21 + 24 = 45.
      \nso the two items that take less time to bake are granola bars and vegetables.<\/p>\n

      Question 10.
      \nSally finds elapsed time using these clock faces. She counts the hours by 1s, but counts the minutes by 5s. Why does she count the minutes by 5s instead of by 1s?
      \n\"Envision<\/p>\n

      Answer:
      \nThe elapsed time = 5 hours 15 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nSally finds elapsed time using these clock faces.
      \nShe counts the hours by 1s but counts the minutes by 5s.
      \nminutes hand is between 5 seconds.
      \nhours hand is between 5 minutes.
      \nthe start time = 3 :30.
      \nthe end time = 8:45.
      \n45 – 30 = 15.
      \n8 – 3 = 5.
      \nso the elapsed time = 5 hours 15 minutes.<\/p>\n

      Question 11.
      \nHigher Order Thinking<\/strong> A basketball tournament started at 12:15 P.M. and ended at 4:00 P.M. Did the tournament last more than 4 hours? Explain.<\/p>\n

      Answer:
      \nNo, the tournament did not last more than 4 hours.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nA basketball tournament started at 12:15 P.M. and ended at 4:00 P.M.
      \n12:15 + 1 hour = 1:15.
      \n1 :15 + 2 hours = 3:15.
      \n3 :15 + 1 hour = 4:15.
      \nso the tournament last for 3 hours 15 minutes.<\/p>\n

      Question 12.
      \nAlgebra A farmer is selling 744 pieces of produce. He has 162 watermelons, 345 ears of sweet corn, and some avocados. Write and solve an equation to find how many avocados the farmer is selling. Let x stand for the unknown quantity of avocados.<\/p>\n

      Answer:
      \nThe number of avocados = 237.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nA farmer is selling 744 pieces of produce.
      \nHe has 162 watermelons, 345 ears of sweet corn, and some avocados.
      \n345 + 162 = 507.
      \n744 – 507 = 237.
      \nso the number of avocados = 237.<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 13.
      \nGeo is taking a train from Carlton to Elgin. The train leaves Carlton at 9:25 A.M. and reaches Elgin 9:25 A.M. at 10:55 A.M. How long does the ride last? Use the leave number line to help.
      \n\"Envision
      \nA. 30 minutes
      \nB. 1 hour
      \nC. 1 hour, 30 minutes
      \nD. 2 hours<\/p>\n

      Answer:
      \nOption C is the correct answer.
      \nThe long does the ride last = 1 hour 30 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nGeo is taking a train from Carlton to Elgin.
      \nThe train leaves Carlton at 9:25 A.M. and reaches Elgin at 9:25 A.M. at 10:55 A.M.
      \n9 + 1 = 10.
      \n25 + 30 = 55.
      \nso the time is 10:55.
      \noption c is the correct answer.<\/p>\n

      Lesson 14.3 Units of Time: Solve Word Problems<\/h3>\n

      Solve & Share<\/strong>
      \nMadison wants to exercise 30 minutes every day. Before school, she only has enough time to exercise for 10 minutes or less. One day, she exercised for 8 minutes before school and 22 minutes after school. This is one way she can exercise for 30 minutes. Find two other ways she can exercise before school and after school to reach her goal of exercising for 30 minutes each day.
      \nI can … use representations to solve word problems about time.
      \n\"Envision<\/p>\n

      Look Back! Do you think there are more than two ways to solve the problem above? Explain.<\/p>\n

      Answer:
      \nShe exercised for 4 minutes before school and 26 minutes after school.
      \nthe other way is 5 minutes before school and 25 minutes after school.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMadison wants to exercise 30 minutes every day.
      \n4 + 26 = 30.
      \n5 + 25 = 30.
      \nso she exercised for 4 minutes before school and 26 minutes after school.
      \nthe other way is 5 minutes before school and 25 minutes after school.<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Add or Subtract on Time Intervals?<\/p>\n

      Visual Learning Bridge
      \nJoaquin made a list of the time he should spend on different activities. Joaquin has practiced playing the piano 35 minutes so far. How much longer does he need to practice?
      \n\"Envision<\/p>\n

      One Way<\/strong>
      \nYou can use a bar diagram to represent the problem and show time intervals.
      \n\"Envision<\/p>\n

      Another Way<\/strong>
      \nYou can use a number line to represent the problem and show time intervals.
      \n\"Envision<\/p>\n

      Convince Me! Model with Math How much longer will it take Joaquin to finish all of his after-school activities? Show one way to represent and solve.<\/p>\n

      Answer:
      \nThe longer will it take Joaquin to finish all of his after-school activities = 155 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nplay with Ron for 50 minutes.
      \npractice piano for 45 minutes.
      \nhomework 60 minutes.
      \n50 + 45 + 60 = 155.
      \nso the longer will it take Joaquin to finish all of his after-sccool activities = 155 minutes.<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nIn 1 and 2, complete the bar diagram or number line to solve.
      \nQuestion 1.
      \nRhody plans to ride his bicycle for 55 minutes. So far, he has ridden for 29 minutes. How many more minutes does he have to ride?
      \n\"Envision<\/p>\n

      Answer:
      \nThe more minutes he wants to ride = 26 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nRhody plans to ride his bicycle for 55 minutes.
      \nSo far, he has ridden for 29 minutes.
      \n55 – 29 = 26.
      \nso the more minutes he wants to ride = 26 minutes.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Do You Know How?<\/strong>
      \nQuestion 2.
      \nMs. Darren spends the reading period working with two different reading groups. She meets with the first group for 23 minutes and meets with the second group for 17 minutes. How long is the reading period?
      \n\"Envision<\/p>\n

      Answer:
      \nThe long is the reading period = 40 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMs. Darren spends the reading period working with two different reading groups.
      \nShe meets with the first group for 23 minutes and meets with the second group for 17 minutes.
      \n23 + 17 = 40.
      \nso the long is the reading period = 40 minutes.<\/p>\n

      Independent Practice<\/strong><\/p>\n

      Leveled Practice In 3-6, complete or draw a bar diagram or number line to solve.
      \nQuestion 3.
      \nClaire and Owen played video games. The first game lasted 24 minutes. After the first game, Claire and Owen had lunch for 30 minutes. The second game lasted 36 minutes. How many minutes did they play the games?
      \n\"Envision<\/p>\n

      Answer:
      \nThe number of minutes did they play the games = 60.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nClaire and Owen played video games.
      \nThe first game lasted 24 minutes.
      \nAfter the first game, Claire and Owen had lunch for 30 minutes.
      \nThe second game lasted 36 minutes.
      \n24 + 36 = 60.
      \nso the number of minutes did they play the games = 60.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Question 4.
      \nYan jogged for 60 minutes on Friday. Dino jogged 12 fewer minutes than Yan. Both friends swim for 40 minutes each week. How many minutes did Dino jog on Friday?
      \n\"Envision<\/p>\n

      Answer:
      \nThe number of minutes did Dino jog on Friday = 48 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nYan jogged for 60 minutes on Friday.
      \nDino jogged 12 fewer minutes than Yan.
      \nBoth friends swim for 40 minutes each week.
      \n60 -12 = 48.
      \nso the number of minutes did Dino jog on Friday = 48 minutes.<\/p>\n

      Question 5.
      \nMr. Hart’s class is putting on a play. The play is divided into two acts. Each act lasts 27 minutes. How many minutes long is the play?<\/p>\n

      Answer:
      \nThe number of minutes that long the play = 54 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMr. Hart’s class is putting on a play.
      \nThe play is divided into two acts.
      \nEach act lasts 27 minutes.
      \n27 + 27 = 54.
      \nso the number of minutes that long the play = 54 minutes.<\/p>\n

      Question 6.
      \nA chef wants to bake a dish for 30 minutes. So far, the dish has been baking for 12 minutes. How many more minutes does the dish need to bake?<\/p>\n

      Answer:
      \nThe more minutes the dish needs to bake = 18 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nA chef wants to bake a dish for 30 minutes.
      \nSo far, the dish has been baking for 12 minutes.
      \n30 – 12 = 18.
      \nso the more minutes the dish needs to bake = 18 minutes.<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Question 7.
      \nReasoning Ms. Merrill spends 55 minutes washing all the windows in her two-story house. How much time could she have spent on each floor? Complete the chart to show three different ways.
      \n\"Envision<\/p>\n

      Answer:
      \n25 + 30 = 55.
      \n30 + 25 = 55.
      \n20 + 35 = 55.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMs. Merrill spends 55 minutes washing all the windows in her two-story house.
      \nOn the 1st floor, he spends 25 minutes, and 2nd floor he spends 30 minutes.
      \n30 + 25 = 55.
      \n20 + 35 = 55.
      \nso that are the three ways to wash all the windows.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Question 8.
      \nNumber Sense Harry measures a sticker that is \\(\\frac{4}{2}\\) inches. Rhea’s sticker is \\(\\frac{6}{2}\\) inches. Whose sticker is longer? Explain.<\/p>\n

      Answer:
      \nRhea’s sticker was long.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nHarry measures a sticker that is \\(\\frac{4}{2}\\) inches.
      \nRhea’s sticker is \\(\\frac{6}{2}\\) inches.
      \n4\/2 = 2.
      \n6\/2 = 3.
      \nso Rhea’s sticker was long.<\/p>\n

      Question 9.
      \nHigher Order Thinking<\/strong> Mr. Collins is learning to drive a truck. He drives 22 minutes on Monday and 14 minutes on Tuesday. Finally, he drives 6 more minutes on Wednesday than he did on Tuesday. How many total minutes does he practice driving a truck?<\/p>\n

      Answer:
      \nThe total number of minutes does he practice driving a truck = 56 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMr. Collins is learning to drive a truck.
      \nHe drives 22 minutes on Monday and 14 minutes on Tuesday.
      \nhe drives 6 more minutes on Wednesday than he did on Tuesday.
      \n22 + 14 + 20 = 56.
      \nso the total number of minutes does he practice driving a truck = 56 minutes.<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 10.
      \nSonya hikes up a mountain. It takes her 25 minutes to hike to a cliff that is partway up the mountain. After that, she hikes for 17 more minutes to the summit. Use the number line and complete the table to show how many total minutes Sonya spends hiking.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total number of minutes Sonya spends hiking = 42.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nSonya hikes up a mountain.
      \nIt takes her 25 minutes to hike to a cliff that is partway up the mountain.
      \nAfter that, she hikes for 17 more minutes to the summit.
      \n25 + 17 = 42.
      \nso the total number of minutes Sonya spends hiking = 42.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Question 11.
      \nMeg walks a dog named Shep for 12 minutes. Then she walks Sparky. Finally, she walks Brownie for 18 minutes. Meg spends 52 minutes walking all three dogs. Use the number line and complete the table to show how many minutes Meg spends walking each dog.
      \n\"Envision<\/p>\n

      Answer:
      \nThe number of minutes Meg spends walking each dog = 22 minutes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMeg walks a dog named Shep for 12 minutes.
      \nThen she walks Sparky.
      \nFinally, she walks Brownie for 18 minutes.
      \nMeg spends 52 minutes walking all three dogs.
      \n18 + 12 = 30.
      \n52 – 30 = 22.
      \nso the number of minutes Meg spends walking each dog = 22 minutes.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Lesson 14.4 Estimate Liquid Volume<\/h3>\n

      Solve & Share<\/strong>
      \nThe water bottle below has a capacity of 1 liter. Estimate the capacity of a small bowl, a large bowl, and a pitcher to the nearest half liter. Use an actual 1-liter water bottle, small and large bowls, and a pitcher to solve this problem.
      \nI can … use a standard unit to estimate liquid volume.
      \n\"Envision<\/p>\n

      Look Back! After you estimate the capacity of the containers, how can you use a 1-liter water bottle to check that your estimate for each container is reasonable? Check your estimates.<\/p>\n

      Essential Question<\/strong>
      \nDo You Estimate Capacity?<\/p>\n

      Visual Learning Bridge
      \nWhat is the capacity of the pail?
      \n\"Envision<\/p>\n

      Compare the capacity of the water bottle to the capacity of the pail.
      \n\"Envision
      \nThe pail appears to be large enough to hold several liters.
      \nCount how many times you can fill a liter container and empty it into the pail.
      \nThis pail holds about 8 liters.<\/p>\n

      Convince Me! Be Precise Suppose you want to estimate the capacity of the pail to the nearest half liter. How can you check that your estimate is reasonable?<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nSusie estimates the capacity of a water glass as 3 liters. Hakim estimates the capacity as \u00e1 liter. Is Susie’s or Hakim’s estimate more reasonable? Explain.<\/p>\n

      Answer:
      \nHakim estimates the capacity as a liter was more reasonable.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nSusie estimates the capacity of a water glass as 3 liters.
      \nHakim estimates the capacity as a liter.
      \nso Hakim’s estimation was correct.<\/p>\n

      Question 2.
      \nFind a container that you predict will hold more than a liter and another that you predict will hold less than a liter. Use a liter container to check your predictions by finding the actual capacity of each container.<\/p>\n

      Answer:
      \nThe containers are a small bowl and a large bowl.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncontainer that you predict will hold more than a liter and another that you predict will hold less than a liter.
      \ncontainer hold exactly 1 liter.
      \na small bowl holds less than a liter.
      \nA large bowl holds more than a liter.
      \nso the containers are a small bowl and a large bowl.<\/p>\n

      Do You Know How?<\/strong>
      \nIn 3-6, circle the better estimate for each.
      \nQuestion 3.
      \n\"Envision
      \n\\(\\frac{1}{4}\\) L or 2 L<\/p>\n

      Answer:
      \nThe better estimate is 1\/4 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1\/4 liter and 2 liters.
      \nthe glass holds 1\/4 liter.
      \nso the better estimate is 1\/4 liters.<\/p>\n

      Question 4.
      \n\"Envision
      \n100 L or 1 L<\/p>\n

      Answer:
      \nThe better estimate is 100 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1 liter and 100 liters.
      \nthe bucket holds 100 liters.
      \nso the better estimate is 100 liters.<\/p>\n

      Question 5.
      \nBottle of juice
      \n3 L or 1L<\/p>\n

      Answer:
      \nThe better estimate is 1 liter.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1 liter and 3 liters.
      \nthe bottle holds 1 liter.
      \nso the better estimate is 1 liter.<\/p>\n

      Question 6.
      \nCereal bowl
      \n\\(\\frac{1}{4}\\) L or 3 L<\/p>\n

      Answer:
      \nThe better estimate is 1\/4 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1\/4 liter and 3 liters.
      \nthe cereal bowl holds 1\/4 liter.
      \nso the better estimate is 1\/4 liters.<\/p>\n

      Independent Practice<\/strong><\/p>\n

      In 7-14, circle the better estimate for each.
      \nQuestion 7.
      \n\"Envision
      \n\\(\\frac{1}{4}\\) L or 40 L<\/p>\n

      Answer:
      \nThe better estimate is 40 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1\/4 liter and 40 liters.
      \nthe glass aquarium holds 40 liters.
      \nso the better estimate is 40 liters.<\/p>\n

      Question 8.
      \n\"Envision
      \n\\(\\frac{1}{8}\\) L or 1 L<\/p>\n

      Answer:
      \nThe better estimate is 1\/8 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1\/8 liter and 1 liter.
      \nthe spoon holds 1\/8 liter.
      \nso the better estimate is 1\/8 liters.<\/p>\n

      Question 9.
      \n\"Envision
      \n\\(\\frac{1}{2}\\) L or 14 L<\/p>\n

      Answer:
      \nThe better estimate is 1\/2 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1\/2 liter and 14 liters.
      \nthe glass holds 1\/2 liter.
      \nso the better estimate is 1\/2 liters.<\/p>\n

      Question 10
      \n\"Envision
      \n\\(\\frac{1}{4}\\) L or 250 L<\/p>\n

      Answer:
      \nThe better estimate is 1\/4 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1\/4 liter and 250 liters.
      \nthe juice holds 1\/4 liter.
      \nso the better estimate is 1\/4 liters.<\/p>\n

      Question 11.
      \nTeacup
      \n\\(\\frac{1}{4}\\) L or 15 L<\/p>\n

      Answer:
      \nThe better estimate is 1\/4 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1\/4 liter and 15 liters.
      \nthe teacup holds 1\/4 liter.
      \nso the better estimate is 1\/4 liters.<\/p>\n

      Question 12.
      \nBathtub
      \n15 L or 115 L<\/p>\n

      Answer:
      \nThe better estimate is 115 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n15 liter and 115 liters.
      \nthe bathtub holds 115 liters.
      \nso the better estimate is 115 liters.<\/p>\n

      Question 13.
      \nSoup bowl
      \n\\(\\frac{1}{2}\\) L or 3 L<\/p>\n

      Answer:
      \nThe better estimate is 1\/2 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1\/2 liter and 3 liters.
      \nthe soup bowl holds 1\/2 liter.
      \nso the better estimate is 1\/2 liters.<\/p>\n

      Question 14.
      \nTeapot
      \n1 L or 10 L<\/p>\n

      Answer:
      \nThe better estimate is 1 liter.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1 liter and 10 liters.
      \nthe teapot holds 1\/4 liter.
      \nso the better estimate is 1 liters.<\/p>\n

      Question 15.
      \nWrite an estimate for the capacity of a dog bowl. _________<\/p>\n

      Answer:
      \nThe better estimate is 1\/4 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1\/4 liter and 2 liters.
      \nthe dogbowl holds 1\/4 liter.
      \nso the better estimate is 1\/4 liters.<\/p>\n

      Question 16.
      \nWrite an estimate for the capacity of a flower vase. __________<\/p>\n

      Answer:
      \nThe better estimate is 1 liter.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the better estimates for each.
      \n1 liter and 2 liters.
      \nthe flower vase holds 1 liter.
      \nso the better estimate is 1 liter.<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Question 17.
      \nGeneralize Which cooler has the greater capacity? Explain your thinking
      \n\"Envision<\/p>\n

      Answer:
      \nCooler B has the greatest capacity.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe two coolers with different capacities.
      \ncooler A has a small capacity.
      \ncooler B has a larger capacity.<\/p>\n

      Question 18.
      \nList these containers in order from least capacity to greatest capacity.
      \nWashing machine
      \nLarge pot
      \nSoup spoon
      \nTravel mug<\/p>\n

      Answer:
      \nThe containers from least to greatest = soup spoon, travel mug, large pot, and washing machine.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 4 containers.
      \nthey are a washing machine, large pot, soup spoon, travel mug.
      \nsoup spoon, travel mug, large pot, and washing machine.
      \nso the containers from least to greatest = soup spoon, travel mug, large pot, and washing machine.<\/p>\n

      Question 19.
      \nA basketball team scores 27 points in its first game and 41 points in its second game. After three games, it scores 100 points in all. How many points does the team score in its third game?<\/p>\n

      Answer:
      \nThe number of points does the team score in its third game = 32 points.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nA basketball team scores 27 points in its first game and 41 points in its second game.
      \nAfter three games, it scores 100 points in all.
      \n27 + 41 = 68.
      \n100 – 68 = 32.
      \nso the number of points does the team score in its third game = 32 points.<\/p>\n

      Question 20.
      \nHigher Order Thinking<\/strong> Becky wants to measure the capacity of her brother’s baby pool. She has a 1-liter container and a 10-liter container. Which should she use? Explain your reasoning.<\/p>\n

      Answer:
      \nThe capacity of her brother’s baby pool is a 10-liter container.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nBecky wants to measure the capacity of her brother’s baby pool.
      \nShe has a 1-liter container and a 10-liter container.
      \nso a 10-liter container is the capacity of her brother’s pool.<\/p>\n

      Question 21.
      \nA sandgrouse can soak up water in its fluffy feathers. It can carry the water a long way to its chicks. Does a sandgrouse carry \\(\\frac{1}{10}\\) liter of water or 2 liters of water?
      \n\"Envision<\/p>\n

      Answer:
      \nSandgrouse carries 1\/10 liter of water.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nA sandgrouse can soak up water in its fluffy feathers.
      \nIt can carry the water a long way to its chicks.
      \nsandgrouse can carry 1\/10 liter of water.<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 22.
      \nGary is painting a small storage shed. He estimates that he can do the job with one can of paint. Which of the following is the best estimate of the total liquid volume of a can of paint?
      \n\"Envision
      \nA. \\(\\frac{1}{4}\\) liter
      \nB. 4 liter
      \nC. 40 liters
      \nD. 400 liters<\/p>\n

      Answer:
      \nThe best estimate of the total liquid volume of a can of paint = 4 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nGary is painting a small storage shed.
      \nHe estimates that he can do the job with one can of paint.
      \nthe best estimate of the total liquid volume of a can of paint = 4 liters.<\/p>\n

      Lesson 14.5 Measure Liquid Volume<\/h3>\n

      Solve & Share<\/strong>
      \nSelect six different containers. Estimate the capacity of each container. Record your estimates in the table, and arrange the containers in order from least to greatest liquid volume. Then use a marked liter beaker to measure the capacity of each container. Record your measurements in the table. Compare your estimates to your measures. Using your measures, rearrange the containers in order from least to greatest liquid volume.
      \nI can … use a standard unit to measure liquid volume.
      \n\"Envision<\/p>\n

      Answer:
      \nThe containers in order from least to greatest are teacup, glass, mug, bottle, tea jar, kettle, and bucket.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthey have given 7 containers.
      \nthey are teacup, glass, mug, bottle, tea jar, kettle, and bucket.
      \nteacup = 1\/4 liter.
      \nglass = 1\/3 liter.
      \nmug = 1\/8 liter.
      \nbottle = 1 liter.
      \ntea jar = 1\/2 liter.
      \nkettle = 3\/4 liter.
      \nbucket = 10 liters.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

      Look Back! How did you measure the capacity of containers that are less than 1 liter? Is there another way to measure?<\/p>\n

      Essential Question<\/strong>
      \nHow Do You Measure Capacity?<\/p>\n

      Visual Learning Bridge
      \nEric is cleaning his fishbowl and wants to know how much water he needs to refill the fishbowl. How can he find the capacity of the fishbowl?
      \n\"Envision<\/p>\n

      Pour from the filled fishbowl into the 1-liter container. Empty the container and repeat until the fishbowl is empty.
      \n\"Envision
      \nIt is helpful to keep a record of measurements made.
      \nThe 1-liter container was filled 5 times.
      \nSo, the capacity of the fishbowl is 5 liters.<\/p>\n

      Convince Me! Critique Reasoning Jason says, \u201cI think it is better to find the measurement of the fishbowl by filling the fishbowl with liters of water instead of emptying the fishbowl into liter beakers.” Is Jason correct?<\/p>\n

      Another Example!<\/strong>
      \nWhen only part of the 1-liter container is filled, use fractions of liters.
      \n\"Envision
      \nThe capacity of the pot is 2\\(\\frac{1}{2}\\) liters.<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nWhat is the capacity of 2 pots like the one shown in the Another Example! above?<\/p>\n

      Answer:
      \nThe capacity of the 2 pots like the one shown is 5 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe capacity of one pot is 2 and 1\/2 liters.
      \n2 + 2 + 1 = 5.
      \nso the capacity of the 2 pots like the one shown is 5 liters.<\/p>\n

      Question 2.
      \nFind a container that you think holds less than a liter. Estimate, and then check your estimate for the capacity of the container.<\/p>\n

      Answer:
      \nThe container that holds less than a liter = teacup.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe container is a teacup.
      \nteacup holds 1\/8 of a liter.
      \nso the container that holds less than a liter = teacup.<\/p>\n

      Do You Know How?<\/strong>
      \nIn 3 and 4, find the total capacity represented in each picture.
      \nQuestion 3.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total capacity represented in each picture = 2 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 4 containers.
      \nthe containers each weight is 1\/2 liter.
      \n1\/2 + 1\/2 + 1\/2 + 1\/2 = 2 liters.
      \nso the total capacity represented in each picture = 2 liters.<\/p>\n

      Question 4.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total capacity represented is 1 and 1\/2 liter.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 2 containers.
      \nthey are 1 is totally filled and the other one is half-filled.
      \n1 + 1\/2 = 1.5 liters.
      \nso the total capacity represented is 1 and 1\/2 liter.<\/p>\n

      Independent Practice<\/strong><\/p>\n

      In 5-7, find the total capacity represented in each picture.
      \nQuestion 5.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total capacity represented is 18 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 2 containers.
      \nthey are 1 is totally filled and the other one is 8 liters filled.
      \n10 + 8 = 18 liters.
      \nso the total capacity represented is 18 liters.<\/p>\n

      Question 6.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total capacity represented is 20 liter.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 2 containers.
      \nthey are totally filled.
      \n10 + 10 + 10 + 10 = 20 liters.
      \nso the total capacity represented is 20 liters.<\/p>\n

      Question 7.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total capacity represented is 24 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 3 containers.
      \nthey are 2 is totally filled and the other one is half-filled.
      \n10 + 10 + 4 = 24 liters.
      \nso the total capacity represented is 24 liters.<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Question 8.
      \nLawrence manufactures jam. He makes 200 liters of grape jam and 350 liters of strawberry jam. He then sells 135 liters of the grape jam. How much jam does Lawrence have left?<\/p>\n

      Answer:
      \nThe quantity of jam does Lawrence has left = 415 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nLawrence manufactures jam.
      \nHe makes 200 liters of grape jam and 350 liters of strawberry jam.
      \nHe then sells 135 liters of grape jam.
      \n200 – 135 = 65.
      \n350 + 65 = 415.
      \nso the quantity of jam does Lawrence have left = 415 liters.<\/p>\n

      Question 9.
      \nUse Appropriate Tools Find a container that you think holds more than a liter. Estimate, and then check your estimate for the capacity of the container.<\/p>\n

      Answer:
      \nThe capacity of the container is more than 2 liters and it is a kettle.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe container is a kettle.
      \nthe kettle holds 2 liters.<\/p>\n

      Question 10.
      \nHow many 2-liter cartons can be filled with 18 liters of juice?
      \n\"Envision<\/p>\n

      Answer:
      \nThe number of 2-liter cartons can be filled with 18 liters of juice = 9 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n2 x 9 = 18.
      \nso the number of 2-liter cartons can be filled = 9.<\/p>\n

      Question 11.
      \nWhich of the following measurements is NOT reasonable for the capacity of a full bathroom sink: 15 liters, \\(\\frac{1}{2}\\) liter, 10 liters, 9 liters, or 12 liters? Explain.<\/p>\n

      Answer:
      \nThe 1\/2 liter is not reasonable for the capacity of a full bathroom sink.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe capacity of a full bathroom sink is 15 liters, 1\/2 liter, 10 liters, 9 liters, 12 liters.
      \nso I am thinking that the capacity of a full bathroom sink is 12 liters.
      \nso half-liter is not reasonable.<\/p>\n

      Question 12.
      \nHigher Order Thinking<\/strong> Emma prepares 72 liters of punch for an event. She pours all of the punch equally into the pitchers on 9 different tables. If there are 4 pitchers on each table, how many liters of punch are in each pitcher?
      \n\"Envision<\/p>\n

      Answer:
      \nThe number of liters of punch is in each pitcher = 32.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nEmma prepares 72 liters of punch for an event.
      \nShe pours all of the punch equally into the pitchers on 9 different tables.
      \n9 x 8 = 72.
      \n8 x 4 = 32.
      \nso the number of liters of punch are in each pitcher = 32.<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 13.
      \nUse the picture of the water jugs to find the amount of water the team drank during soccer practice.
      \n\"Envision
      \nA. 6 liters
      \nB. 7 liters
      \nC. 8 liters
      \nD. 23 liters<\/p>\n

      Answer:
      \nOption B is the correct answer.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe amount of water before soccer practice is 15 liters.
      \n15 – 8 = 7liters.
      \nso the amount of water before soccer is 15 liters.
      \noption B is the correct answer.<\/p>\n

      Lesson 14.6 Estimate Mass<\/h3>\n

      Solve & Share<\/strong>
      \nLook at the measurements for the mass of the book and the mass of the olive. List 4 items that should be measured using kilograms and 4 items that should be measured using grams. Explain your reasoning.
      \nI can … use standard units to estimate the masses of solid objects.
      \n\"Envision<\/p>\n

      Look Back! How could you use tools to check that the items in part of your list are reasonable choices for measuring mass with grams? Explain.<\/p>\n

      Answer:
      \nThe weight of the cup = 250 grams.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n1kilo gram = 1000 grams.
      \nso the weight of the cup = 250 grams.
      \nthe weight of the bottle is 1000 grams.<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Use Reasoning to Estimate Mass?<\/p>\n

      Visual Learning Bridge
      \nStephen and Marissa estimated the mass of an apple. Stephen’s estimate is 250 grams. Marissa’s estimate is 2 kilograms. Which is the better estimate of the mass of an apple?
      \n\"Envision<\/p>\n

      Step 1
      \nUse known masses and the table to compare grams to kilograms. Select the unit that will give a better estimate.
      \n\"Envision
      \nThe apple is smaller than the cantaloupe. A kilogram is too large of a unit to estimate the mass of the apple.
      \nThe grape is smaller than the apple. Grams are smaller units that can be used to estimate the mass of the apple.<\/p>\n

      Step 2
      \nUse a pan balance to find the mass of the apple. Then evaluate Stephen’s estimate.
      \n\"Envision
      \nThe apple has a mass of 262 grams.
      \n250 grams is close to 262 grams. Stephen’s estimate is reasonable.
      \n250 grams is a better estimate than 2 kilograms.<\/p>\n

      Convince Me! Critique Reasoning Zoe says two apples would have a mass greater than a kilogram. Do you agree? Explain.<\/p>\n

      Answer:
      \nNo, i do not agree with it.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nZoe says two apples would have a mass greater than a kilogram.
      \none apple = 250 grams.
      \n250 x 2 = 500.
      \n250 + 250 = 500 grams.
      \nso zeo says wrong.<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nIn Step 2 on the previous page, why do you need to find the actual mass of the apple?<\/p>\n

      Answer:
      \nThe actual mass of the object is 262 grams.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe actual mass of the object is 262 grams.
      \n262 grams is approximately equal to 250 grams.
      \n262 + 262 = 524.
      \nso the actual mass of the object is 262 grams.<\/p>\n

      Question 2.
      \nFind an object that you think has a mass more than a kilogram and another that has a mass less than a kilogram. Then determine what tools to use to check your estimate.<\/p>\n

      Answer:
      \nThe tools are apple and jaggery.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe object that you think has a mass more than a kilogram and has a mass less than a kilogram.
      \nthe weight of the apple is 250 grams.
      \nthe weight of the jaggery is 1200 grams.
      \nso the tools are apple and jaggery.<\/p>\n

      Do You Know How?<\/strong>
      \nIn 3-6, circle the better estimate for each
      \nQuestion 3.
      \n\"Envision
      \n5 g or 5 kg<\/p>\n

      Answer:
      \nThe better estimation of the coin is 5 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 5 g and 5 kg.
      \nthe weight of the coin is 5 g.
      \nso the better estimation of the coin is 5 g.<\/p>\n

      Question 4.
      \n\"Envision
      \n40 g or 4 kg<\/p>\n

      Answer:
      \nThe better estimation of the dog is\u00a0 4 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 40 g and 4 kg.
      \nthe weight of the dog is 4 kg.
      \nso the better estimation of the dog is 4 kg.<\/p>\n

      Question 5.
      \nSunglasses
      \n16 g or 1 kg<\/p>\n

      Answer:
      \nThe better estimation of the sunglasses is 16 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 16 g and 1 kg.
      \nthe weight of the sunglasses is 16 g.
      \nso the better estimation of the sunglasses is 16 g.<\/p>\n

      Question 6.
      \nEnvelope
      \n1 g or 70 g<\/p>\n

      Answer:
      \nThe better estimation of the Envelope is 1 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 1 g and 70 g.
      \nthe weight of the Envelope is 1 g.
      \nso the better estimation of the Envelope is 1 g.<\/p>\n

      Independent Practice<\/strong><\/p>\n

      Leveled Practice In 7-18, circle the better estimate for each.
      \nQuestion 7.
      \n\"Envision
      \n100 g or 10 kg<\/p>\n

      Answer:
      \nThe better estimation of the blanket is 10 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 100 g and 10 kg.
      \nthe weight of the blanket is 10 kg.
      \nso the better estimation of the coin is 10 kg.<\/p>\n

      Question 8.
      \n\"Envision
      \n15 g or 15 kg<\/p>\n

      Answer:
      \nThe better estimation of the monitor is 15 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 15 g and 15 kg.
      \nthe weight of the monitor is 15 kg.
      \nso the better estimation of the monitor is 15 kg.<\/p>\n

      Question 9.
      \n\"Envision
      \n4g or 400 g<\/p>\n

      Answer:
      \nThe better estimation of the spectacles box is 400 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 4 g and 400 g.
      \nthe weight of the spectacles box is 400 g.
      \nso the better estimation of the spectacles box is 400 g.<\/p>\n

      Question 10.
      \n\"Envision
      \n200 g or 2 kg<\/p>\n

      Answer:
      \nThe better estimation of the net bag is 2 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 200 g and 2 kg.
      \nthe weight of the bag is 2 kg.
      \nso the better estimation of the net bag is 2 kg.<\/p>\n

      Question 11.
      \nBicycles
      \n2 kg or 12 kg<\/p>\n

      Answer:
      \nThe better estimation of the bicycles is 12 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 2 kg and 12 kg.
      \nthe weight of the bicycles is 12 kg.
      \nso the better estimation of the bicycles is 12 kg.<\/p>\n

      Question 12.
      \nFeather
      \n1 g or 1 kg<\/p>\n

      Answer:
      \nThe better estimation of the feather is 1 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 1 g and 1 kg.
      \nthe weight of the feather is 1 g.
      \nso the better estimation of the feather is 1 g.<\/p>\n

      Question 13.
      \nHorse
      \n5 kg or 550 kg<\/p>\n

      Answer:
      \nThe better estimation of the horse is 550 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 5 kg and 550 kg.
      \nthe weight of the horse is 550 kg.
      \nso the better estimation of the horse is 550 kg.<\/p>\n

      Question 14.
      \nPenny
      \n3 g or 300 g<\/p>\n

      Answer:
      \nThe better estimation of the penny is 3 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 3 g and 300 g.
      \nthe weight of the penny is 3 g.
      \nso the better estimation of the penny is 3 g.<\/p>\n

      Question 15.
      \nDining table
      \n350 g or 35 kg<\/p>\n

      Answer:
      \nThe better estimation of the dining table is 35 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 350 g and 35 kg.
      \nthe weight of the dining table is 35 kg.
      \nso the better estimation of the dining is 35 kg.<\/p>\n

      Question 16.
      \nMicrowave oven
      \n1,500 g or 15 kg<\/p>\n

      Answer:
      \nThe better estimation of the microwave oven is 15 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 1500 g and 15 kg.
      \nthe weight of the microwave oven is 15 kg.
      \nso the better estimation of the microwave oven is 15 kg.<\/p>\n

      Question 17.
      \nKitten
      \n2 kg or 20 kg<\/p>\n

      Answer:
      \nThe better estimation of the kitten is 2 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 2 kg and 20 kg.
      \nthe weight of the kitten is 2 kg.
      \nso the better estimation of the kitten is 2 kg.<\/p>\n

      Question 18.
      \nCrayon
      \n20 g or 200 g<\/p>\n

      Answer:
      \nThe better estimation of the crayon is 20 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are 20 g and 200 g.
      \nthe weight of the crayon is 20 g.
      \nso the better estimation of the crayon is 20 g.<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Question 19.
      \nUse Appropriate Tools Choose the best tool to measure each item described. Write the correct letter of the tool on the blank.
      \n\"Envision
      \nThe capacity of a mug _______
      \nThe temperature of water _______
      \nThe length of a box _______
      \nThe mass of a pear _______
      \nThe time you finish lunch _______<\/p>\n

      Answer:
      \nThe capacity of a mug is 1 liter.
      \nthe temperature of the water is 1000 degrees celsius.
      \nthe length of a box is 1 cm.
      \nthe mass of a pear is 100 g.
      \nthe time you finish lunch is 12:15.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe items are mug, pear, temperature, and box.
      \nThe capacity of a mug is 1 liter.
      \nthe temperature of the water is 1000 degrees celsius.
      \nthe length of a box is 1 cm.
      \nthe mass of a pear is 100 g.
      \nthe time you finish lunch is 12:15.<\/p>\n

      Question 20.
      \nNumber Sense<\/strong> Ethan will subtract a 3-digit number from 920. He says the difference could be a 1-digit number, a 2-digit number, or a 3-digit number. Write three subtraction equations that show each difference. Be sure you start with 920 and subtract a 3-digit number each time.
      \nYou can use place value and mental math to solve this problem.<\/p>\n

      Answer:
      \nThe three subtraction equations are 917, 10, and 3.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nEthan will subtract a 3-digit number from 920.
      \nHe says the difference could be a 1-digit number, a 2-digit number, or a 3-digit number.
      \n920 – 3 = 917.
      \n920 – 10 = 920.
      \n920 – 917 = 3.
      \nso the three subtraction equations are 917, 10, and 3.<\/p>\n

      Question 21.
      \nen Vision\u00ae STEM Clay learned that solids have a definite shape. Now he wants to measure some solids, so he measures the mass of a bead. The bead has a mass of 10 grams. He estimates that 10 beads will have a mass of 1 kilogram. Is he correct? Explain.<\/p>\n

      Answer:
      \nNo, he was not correct.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nClay learned that solids have a definite shape.
      \nthe bead has a mass of 10 grams.
      \n10 beads will have a mass of 1 kilogram.
      \n1000 grams = 1 kilogram.
      \nso he was not correct.<\/p>\n

      Question 22.
      \nHigher Order Thinking<\/strong> Correct the mistakes in the shopping list below.
      \nShopping List
      \n2 L of apples
      \n3 kg of milk
      \n5 cm of flour<\/p>\n

      Answer:
      \nThe shopping list contains 2 liters of milk, 3 kg of apples, and 5 cm of flour.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n2 l of apples, 3 kg of milk, 5 cm of flour.
      \nthe mistakes in the shopping list are apples, milk, and flour.
      \nso the shopping list contains 2 liters of milk, 3 kg of apples, and 5 cm of flour.<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 23.
      \nTodd is thinking of an animal with a mass greater than 1 kilogram, but less than 20 kilograms. Which animal could Todd be thinking of?
      \nA. Horse
      \nB. Cat
      \nC. Elephant
      \nD. Rhinoceros<\/p>\n

      Answer:
      \nOption A is correct.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe animal with a mass greater than 1 kilogram, but less than 20 kilograms.
      \nthe animals are horse, cat, elephant, and rhinoceros.
      \nthe weight of the horse is more than 1 kilogram and less than 20 kilograms.
      \nso option A is correct.<\/p>\n

      Question 24.
      \nAnna has a bar of soap. She estimates its mass before measuring to find the actual mass. Which units should Anna use for her measure?
      \nA. Grams
      \nB. Kilograms
      \nC. Liters
      \nD. Inches<\/p>\n

      Answer:
      \nThe actual mass of the soap is grams.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe measurements are grams, kilograms, liters, and inches.
      \nso the mass of the soap will be in grams.<\/p>\n

      Lesson 14.7 Measure Mass<\/h3>\n

      Solve & Share<\/strong>
      \nWork with a group to choose 6 objects whose masses can be measured using a pan balance. Estimate the mass of each object. Then use metric weights to find the actual mass for each in grams (g) or kilograms (kg). Use the table and explain your reasoning.
      \nI can … use grams and kilograms to measure the mass of objects.
      \n\"Envision<\/p>\n

      Look Back! How did you decide which metric unit(s) to use when making your estimates? Explain.<\/p>\n

      Essential Question<\/strong>
      \nHow Do You Measure Mass?<\/p>\n

      Visual Learning Bridge
      \nA pan balance with gram and kilogram weights can be used to find the mass of an object. What is the mass of a box of chalk?
      \n\"Envision<\/p>\n

      Place the box on one pan. Place enough gram and kilogram weights on the other pan so the pans balance.
      \n\"Envision<\/p>\n

      The box balances with one 1-kilogram weight, two 100-gram weights, and four 10-gram weights.
      \nSo, the mass of the box is 1 kilogram 240 grams or 1,240 grams.
      \nWrite the larger unit before the smaller unit when recording measurements.<\/p>\n

      Convince Me! Be Precise What metric units would you use to estimate the mass of half of a box of chalk? Explain.<\/p>\n

      Answer:
      \nThe mass of the half of the box of chalk = 620 grams.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe mass of the box is 1 kilogram 240 grams or 1,240 grams.
      \n1kg = 1000 g.
      \n1240 \/ 2 = 620.
      \nso the mass of the half of box of chalk = 620 grams.<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nFind an object that you think has a mass greater than a kilogram. Find another object that has a mass less than a kilogram. Use a pan balance with gram and kilogram weights to measure the mass of each object.<\/p>\n

      Answer:
      \nThe weight of Malachi is 1 g and the mass of the cat is 1200 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe object that has a mass greater than a kilogram and has a mass less than a kilogram.
      \nthe mass of Malachi is 1 g.
      \nthe mass of the cat is 1200g.
      \nthe mass of Malachi is less than a kilogram.
      \nthe mass of the cat is greater than a kilogram.
      \nso the weight of Malachi is 1 g and the mass of the cat is 1200 g.<\/p>\n

      Question 2.
      \nIf you use a pan balance to measure the mass of a pen, would you use any kilogram weights? Explain.<\/p>\n

      Answer:
      \nWe will use one gram weight.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe mass of a pen is 2 grams.
      \nso we will use the gram weights.<\/p>\n

      Do You Know How?<\/strong>
      \nIn 3 and 4, write the total mass represented in each picture.
      \nQuestion 3.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total mass is 3500 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 3 1 kg and 1 500 g.
      \n1 kg = 1000 g.
      \n1000 + 1000 + 1000 + 500 = 3500 g.
      \nso the total mass is 3500 g.<\/p>\n

      Question 4.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total mass is 245 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 2 100 g objects, 4 10 g, and 5 1 g objects.
      \n100 + 100 = 200.
      \n10 + 10 + 10 + 10 = 40.
      \n1 + 1 + 1 + 1 + 1 = 5.
      \n200 + 40 + 5 = 245g.
      \nso the total mass is 245 g.<\/p>\n

      Independent Practice<\/strong><\/p>\n

      In 5-7, write the total mass represented in each picture.
      \nQuestion 5.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total mass is 931 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 1 500 g.
      \n4 100 g and 3 10 g and 1 g.
      \n500 + 100 + 100 + 100 + 100 = 900.
      \n3 x 10 = 30.
      \n30 + 1 = 31.
      \n900 + 30 + 1 = 931.
      \nso the total mass is 931 g.<\/p>\n

      Question 6.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total mass is 6 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 6 1 kg objects.
      \n1 + 1 + 1 + 1 + 1 + 1 = 6.
      \nso the total mass is 6 kg.<\/p>\n

      Question 7.
      \n\"Envision<\/p>\n

      Answer:
      \nThe total mass is 2106 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 2-1 kg objects.
      \n2 x 1000 = 2000.
      \n1 x 100 = 100.
      \n6 x 1 = 6.
      \n2000 + 100 + 6 = 2016 g.<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Question 8.
      \nAlgebra Olivia put 220 grams of nuts in a bag. Then she added more nuts to the bag. The total mass of Olivia’s bag of nuts was 850 grams. Use the equation 220 + a = 850 to find the mass in grams of the nuts Olivia added to her bag.<\/p>\n

      Answer:
      \nThe mass of the grams she added = 630 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nAlgebra Olivia put 220 grams of nuts in a bag.
      \nThen she added more nuts to the bag.
      \nThe total mass of Olivia’s bag of nuts was 850 grams.
      \n220 + a = 850.
      \na = 850 – 220.
      \na = 630.
      \nso she added the 630 grams into the bag.<\/p>\n

      Question 9.
      \nAn adult manatee has a mass of about 450 kilograms. What is the mass of 2 adult manatees?
      \n\"Envision<\/p>\n

      Answer:
      \nThe mass of 2 adult manatees = 900 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nAn adult manatee has a mass of about 450 kilograms.
      \n450 + 450 = 900.
      \nso the mass of 2 adult manatees = 900 kg.<\/p>\n

      Question 10.
      \nReasoning<\/strong> Sophie used a pan balance to measure the mass of a pineapple. The pans balanced when she used one 500-gram weight and three 100-gram weights. Zach measured the same pineapple but used eight 100-gram weights. Did someone make a mistake? Explain.<\/p>\n

      Answer:
      \nNo one makes a mistake.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nThe pans balanced when she used one 500-gram weight and three 100-gram weights.
      \nZach measured the same pineapple but used eight 100-gram weights.
      \n500 + 100 + 100 + 100 = 800 gram.
      \n100 + 100 + 100 + 100 + 100 + 100 + 100 + 100 = 800 gram.
      \nso no one makes a mistake.<\/p>\n

      Question 11.
      \nHigher Order Thinking<\/strong> Lawrence bought some red potatoes with a mass of 410 grams. He also bought white potatoes with a mass of 655 grams. Did he buy more or less than 1 kilogram of potatoes? Explain how you know.<\/p>\n

      Answer:
      \nHe buys more than 1 kilogram of potatoes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nLawrence bought some red potatoes with a mass of 410 grams.
      \nHe also bought white potatoes with a mass of 655 grams.
      \n410 + 655 = 1065.
      \nso he buys more than 1 kilogram of potatoes.<\/p>\n

      Question 12.
      \nMeg uses 16 kilograms of butter to make 8 large batches of cookies. She uses an equal amount of butter for each batch. How many kilograms of butter are used for each batch?<\/p>\n

      Answer:
      \nThe number of kilograms of butter is used for each batch = 2 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMeg uses 16 kilograms of butter to make 8 large batches of cookies.
      \nShe uses an equal amount of butter for each batch.
      \n16 \/ 8 = 2.
      \nhe uses 2 kilograms of butter for each batch.
      \nso the number of kilograms of butter is used for each batch = 2 kg.<\/p>\n

      Question 13.
      \nKalista has 154 grams of glitter. She uses 97 grams to sprinkle the tops of the tables. How many grams of glitter remain?<\/p>\n

      Answer:
      \nThe number of grams of glitter remains = 57.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nKalista has 154 grams of glitter.
      \nShe uses 97 grams to sprinkle the tops of the tables.
      \n154 – 97 = 57.
      \nso the number of grams of glitter remains = 57.<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 14.
      \nEvan used a pan balance and metric weights to measure the total mass of 3 bricks. What is the mass of the 3 bricks?
      \n\"Envision
      \nA. 6 kilograms
      \nB. 5 kilograms
      \nC. 4 kilograms
      \nD. 3 kilograms<\/p>\n

      Answer:
      \nThe mass of the 3 bricks = 3 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nEvan used a pan balance and metric weights to measure the total mass of 3 bricks.
      \n3 x 1000 = 3000.
      \nso the mass of the 3 bricks = 3 kg.<\/p>\n

      Lesson 14.8 Solve Word Problems Involving Mass and Liquid Volume<\/h3>\n

      Solve & Share<\/strong>
      \nThe animals at a pet store eat 80 kilograms of vegetables each day. How many kilograms of vegetables do they eat in one week?
      \nI can … solve problems about mass and liquid volume.
      \n\"Envision<\/p>\n

      Look Back! Describe the plan you used to solve the problem.<\/p>\n

      Answer:
      \nThe number of vegetables does they eat in 1 week = 560 kg.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nThe animals at a pet store eat 80 kilograms of vegetables each day.
      \n1 week = 7 days.
      \n80 x 7 = 560.
      \nso the number of vegetables do they eat in 1 week = 560 kg.<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Solve Problems Involving Mass and Liquid Volume?<\/p>\n

      Visual Learning Bridge
      \nIn a juice factory, one 50-liter container had 28 liters of juice in it. An hour later, it had 45 liters of juice. How many liters of juice were added?
      \n\"Envision<\/p>\n

      \"Envision<\/p>\n

      Convince Me! Make Sense and Persevere In the example above, another beaker had 33 liters of juice. How many total liters of juice were there in all? How can you solve this problem?<\/p>\n

      Answer:
      \nThe liters of juice that were added = 5 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nanother beaker had 33 liters of juice.
      \none 50-liter container had 28 liters of juice.
      \n33 – 28 = 5.
      \nso the number of liters that were added = 5 liters.<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nSuppose 42 liters of juice were evenly divided into 6 batches. How many liters of juice are in each batch? Write and solve an equation.<\/p>\n

      Answer:
      \nThe number of liters is in each batch = liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nSuppose 42 liters of juice were evenly divided into 6 batches.
      \n42 \/6 = 7.
      \n6 x 7 = 42.
      \nso the number of liters are in each batch = 7 liters.<\/p>\n

      Do You Know How?<\/strong>
      \nQuestion 2.
      \nAlex buys a box of pudding mix and a box of cocoa. The mass of the box of pudding mix is 100 grams. The total mass of the 2 boxes is 550 grams. What is the mass of the box of cocoa?
      \n\"Envision<\/p>\n

      Answer:
      \nThe mass of the box of cocoa is 450 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nAlex buys a box of pudding mix and a box of cocoa.
      \nThe mass of the box of pudding mix is 100 grams.
      \nThe total mass of the 2 boxes is 550 grams.
      \n550 – 100 = 450.
      \nso the mass of the box of cocoa is 450 g.<\/p>\n

      Independent Practice<\/strong><\/p>\n

      Leveled Practice In 3-6, use bar diagrams or equations to help solve.
      \nQuestion 3.
      \nPeter divided 120 liters of water equally into 3 containers. How many liters did Peter pour into each container?
      \n\"Envision<\/p>\n

      Answer:
      \nThe number of liters did peter pour into each container = 40 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \npeter divided 120 liters of water equally into 3 containers.
      \nc + c + c = 120.
      \n3c = 120.
      \nc = 120\/3.
      \nc = 40.
      \nso the number of liters did peter pour into each container = 40 liters.<\/p>\n

      Question 4.
      \nAdeela pours 235 liters of milk into a blue vat and 497 liters of milk into a red vat. How many liters of milk does she pour in all? Write and solve an equation.<\/p>\n

      Answer:
      \nThe quantity of milk she pours in all = liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \nAdeela pours 235 liters of milk into a blue vat and 497 liters of milk into a red vet.
      \n235 + 497 = 732.
      \nso the quantity of milk she pours in all = 732 liters.<\/p>\n

      Question 5.
      \nSamantha bought 523 grams of grapes. After eating some grapes, she had 458 grams. How many grams did she eat?<\/p>\n

      Answer:
      \nThe number of grams did she eat = 65 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nSamantha bought 523 grams of grapes.
      \nAfter eating some grapes, she had 458 grams.
      \n523 – 458 = 65.
      \nso the number of grams did she eat = 65 g.<\/p>\n

      Question 6.
      \nOmar is shipping 3 boxes. Each has a mass of 8 kilograms. What is the total mass of all of the boxes?<\/p>\n

      Answer:
      \nThe total mass of all the boxes = 24.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nOmar is shipping 3 boxes.
      \neach has a mass of 8 kilograms.
      \n8 x 3 = 24.
      \nso the total mass of all the boxes = 24.<\/p>\n

      Problem Solving<\/strong><\/p>\n

      In 7 and 8, use the table. In 8, use the bar diagram.
      \n\"Envision
      \nQuestion 7.
      \nProfessor Newman has collected a soil sample from the forest preserve in her town. What is the total mass of the 3 minerals in the soil sample?<\/p>\n

      Answer:
      \nThe total mass of the 3 minerals in the soil sample is 279 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nProfessor Newman has collected a soil sample from the forest preserve in her town.
      \nthe sample of quartz is 141 g.
      \ncalcite is 96 g.
      \nfeldspar is 42 g.
      \n141 + 96 + 42 = 279.
      \nso the total mass of the 3 minerals in the soil sample is 279 g.<\/p>\n

      Question 8.
      \nHigher Order Thinking<\/strong> The professor finds that there is the same amount of feldspar in each of the soil samples that she takes. If there are 210 grams of feldspar in all, how many soil samples does she collect?<\/p>\n

      Answer:
      \nThe number of soil samples does she collect = 447 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nIf there are 210 grams of feldspar in all.
      \n141 + 96 + 210 = 447 g.
      \nso the number of soil samples does she collect = 447 g.<\/p>\n

      Question 9.
      \nElijah has 2 hours before dinner. He spends the first 37 minutes practicing his guitar and the next 48 minutes doing his homework. How much time is left until dinner?<\/p>\n

      Answer:
      \nThe number of times is left until dinner is 35.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nElijah has 2 hours before dinner.
      \nHe spends the first 37 minutes practicing his guitar and the next 48 minutes doing his homework.
      \n37 + 48 = 85.
      \n1 hour = 60 minutes.
      \n60 + 60 = 120.
      \n120 – 85 = 35.
      \nso the number of time is left unit dinner is 35.<\/p>\n

      Question 10.
      \nMake Sense and Persevere Write and solve a word problem about the bar diagram.
      \n\"Envision<\/p>\n

      Answer:
      \nThe mass of the a is 339 g.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe total mass of the object is 678 g.
      \n678 – 239 = 339.
      \nso the mass of the a is 339 g.<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 11.
      \nEric filled a container to the 18-liter mark with juice an hour ago. The juice is now at the 15-liter mark. Mark the amount of juice Eric had on the beakers. Then find how many liters of juice have been poured out.
      \n\"Envision
      \nA. 3 liters
      \nB. 4 liters
      \nC. 5 liters
      \nD. 6 liters<\/p>\n

      Answer:
      \nThe number of liters of juice that has been poured out = 3 liters.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nEric filled a container to the 18-liter mark with juice an hour ago.
      \nThe juice is now at the 15-liter mark.
      \n18 – 15 = 3.
      \nso the number of liters of juice has been poured out = 3 liters.<\/p>\n

      Lesson 14.9 Problem Solving<\/h3>\n

      Reasoning<\/strong>
      \nSolve & Share<\/strong>
      \nNina wants to arrive at the community center at 9:30 A.M. for an art class. It takes her 15 minutes to walk to the center, 30 minutes to make and eat breakfast, and 15 minutes to get ready after eating. What time should Nina start making breakfast? Use reasoning to decide.
      \nI can … make sense of quantities and relationships in problem situations.
      \n\"Envision<\/p>\n

      Thinking Habits
      \nBe a good thinker! These questions can help you.<\/p>\n

        \n
      • What do the numbers and symbols in the problem mean?<\/li>\n
      • How are the numbers or quantities related?<\/li>\n
      • How can I represent a word problem using pictures, numbers, or equations?<\/li>\n<\/ul>\n

        Look Back! Reasoning Does it make sense to use “minutes” as the unit for the answer to this problem? Explain.<\/p>\n

        Essential Question<\/strong>
        \nHow Can You Use Reasoning to Solve Problems?<\/p>\n

        Visual Learning Bridge
        \nEric’s family wants to arrive at a movie theater at 2:30 P.M. It takes them 30 minutes to eat lunch, 15 minutes to get ready after eating, and 30 minutes to travel to the theater.
        \n\"Envision
        \nWhat do I need to do to solve this problem?
        \nI need to start with the end time. Then I need to use the time lengths given and work backward to find the starting time.<\/p>\n

        Answer:
        \nThe starting time is 1:15 P.M.<\/p>\n

        Explanation:
        \nIn the above-given question,
        \ngiven that,
        \nEric’s family wants to arrive at a movie theater at 2:30 P.M.
        \nIt takes them 30 minutes to eat lunch.
        \n15 minutes to get ready after eating, and 30 minutes to travel to the theater.
        \n30 + 30 + 15 = 1 hour 15 minutes.
        \nso the starting time is 1:15 P.M.<\/p>\n

        How can I use reasoning to solve this problem?
        \nI can<\/p>\n

          \n
        • identify the quantities I know.<\/li>\n
        • draw a number line to show relationships.<\/li>\n
        • give the answer using the correct unit.<\/li>\n<\/ul>\n

          Here’s my thinking..
          \nI used a number line to show the quantities and my reasoning.
          \n\"Envision
          \n30 minutes before 2:30 P.M. is 2:00 P.M.
          \n15 minutes before 2:00 P.M. is 1:45 P.M.
          \n30 minutes before 1:45 P.M. is 1:15 P.M.
          \nEric’s family should start eating lunch at 1:15 P.M.<\/p>\n

          Convince Me! Reasoning How can you check that the solution given above makes sense?<\/p>\n

          Guided Practice<\/strong><\/p>\n

          Reasoning<\/strong> Kevin’s doctor appointment is at 10:30 A.M. It takes Kevin 30 minutes to clean his room, 20 minutes to get ready after he cleans, and 20 minutes to walk to the doctor’s office. What time should Kevin start cleaning his room? Use reasoning to decide.
          \n\"Envision
          \nQuestion 1.
          \nDescribe the quantities you know.<\/p>\n

          Answer:
          \nThe starting time is 9:20 A.M.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nKevin’s doctor appointment is at 10:30 A.M.
          \nIt takes Kevin 30 minutes to clean his room,
          \n20 minutes to get ready after he cleans, and 20 minutes to walk to the doctor’s office.
          \n10 : 30 – 30 = 10.
          \n10 – 20 = 9:40.
          \n9: 40 – 20 = 9:20.
          \nso the starting time is 9:20 A.M.<\/p>\n

          Question 2.
          \nSolve the problem and explain your reasoning. You can use a picture to help.<\/p>\n

          Answer:
          \nThe starting time is 9:20 A.M.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nKevin’s doctor appointment is at 10:30 A.M.
          \nIt takes Kevin 30 minutes to clean his room,
          \n20 minutes to get ready after he cleans, and 20 minutes to walk to the doctor’s office.
          \n10 : 30 – 30 = 10.
          \n10 – 20 = 9:40.
          \n9: 40 – 20 = 9:20.
          \nso the starting time is 9:20 A.M.
          \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

          Independent Practice<\/strong><\/p>\n

          Reasoning<\/strong> Doreen’s favorite television show begins at 5:30 P.M. She will get her hair cut before the show. It takes Doreen 10 minutes to walk to the hair salon and 10 minutes to walk home. Her haircut takes 25 minutes. What time should Doreen leave home so that she will get back in time for her show? Use reasoning to decide.
          \nQuestion 3.
          \nDescribe the quantities you know.<\/p>\n

          Answer:
          \nThe time should Doreen leave home so that she will get back in time for her show = 4: 45 P.M.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nDoreen’s favorite television show begins at 5:30 P.M.
          \nShe will get her hair cut before the show.
          \nIt takes Doreen 10 minutes to walk to the hair salon and 10 minutes to walk home.
          \nHer haircut takes 25 minutes.
          \n10 + 10 + 25 = 45.
          \n4 : 45 P.M + 45 = 5:30.
          \nso the time should Doreen leave home so that she will get back in time for her show = 4:45 P.M.<\/p>\n

          Question 4.
          \nSolve the problem and explain your reasoning. You can use a picture to help.<\/p>\n

          Answer:
          \nThe time should Doreen leave home so that she will get back in time for her show = 4 : 45 P.M.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nDoreen’s favorite television show begins at 5:30 P.M.
          \nShe will get her hair cut before the show.
          \nIt takes Doreen 10 minutes to walk to the hair salon and 10 minutes to walk home.
          \nHer haircut takes 25 minutes.
          \n10 + 10 + 25 = 45.
          \n4 : 45 P.M + 45 = 5:30.
          \nso the time should Doreen leave home so that she will get back in time for her show = 4:45 P.M.<\/p>\n

          Question 5.
          \nHow did you know whether to use A.M. or P.M. in your answer to Exercise 4 above?<\/p>\n

          Answer:
          \nWe have to use P.M.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nDoreen’s favorite television show begins at 5:30 P.M.
          \nShe will get her hair cut before the show.
          \nIt takes Doreen 10 minutes to walk to the hair salon and 10 minutes to walk home.
          \nHer haircut takes 25 minutes.
          \n10 + 10 + 25 = 45.
          \n4 : 45 P.M + 45 = 5:30.
          \nso the time should Doreen leave home so that she will get back in time for her show = 4:45.<\/p>\n

          Problem Solving<\/strong><\/p>\n

          Performance Task
          \nSchool Talent Show Karina is planning a talent show for 28 students. The table below tells how long each act lasts. Karina needs 5 minutes to introduce each act. She also needs to allow a 20-minute break. The break does not need to be introduced. The show must end at 9:00 P.M.
          \n\"Envision
          \nQuestion 6.
          \nBe Precise What is the total time needed for all the acts before the break? Explain your thinking.<\/p>\n

          Answer:
          \nThe total time needed for all the acts before the break = 45 minutes.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nthe 3rd-grade dancers = 10 minutes.
          \nthe 3rd-grade singers = 10 minutes.
          \nthe 4th-grade singers = 10 minutes.
          \nthe 4th-grade magic act = 15 minutes.
          \n10 + 10 + 10 + 15 = 45.
          \nso the total time needed for all the acts before the break = 45 minutes.<\/p>\n

          Question 7.
          \nCritique Reasoning Sachi says that the 5th grade singers should begin at 7:40 P.M. Phil says that the 5th grade singers should begin at 8:00 P.M. Who is correct?
          \n\"Envision<\/p>\n

          Answer:
          \nPhil says was correct.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nSachi says that the 5th-grade singers should begin at 7:40 P.M.
          \nPhil says that the 5th-grade singers should begin at 8:00 P.M.
          \nfifth-grade singers will sing in 10 minutes.
          \n10 + 10 + 10 + 30 = 60.
          \nso fifth grade singers will start at 8:00 P.M.
          \nso Phil was correct.<\/p>\n

          Question 8.
          \nReasoning What time should the talent show begin? Explain your reasoning. You can draw a picture to help.<\/p>\n

          Answer:
          \nThe talent show begins at 7:15 P.M.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nthe 3rd-grade dancers = 10 min.
          \n3rd-grade singers = 10 min.
          \n4th-grade singers = 10 min.
          \n4th-grade magic act = 15 min.
          \n5th-grade singers = 10 min.
          \n5th-grade magic act = 10 min.
          \n5th grade dancers = 10 min.
          \nfinale = 30 min.
          \n10 + 10 + 10 + 15 + 10 + 10 + 10 + 30 = 7:45 P.M.<\/p>\n

          Topic 14 Fluency Practice Activity<\/h3>\n

          Point & Tally<\/strong>
          \nFind a partner. Get paper and a pencil. Each partner chooses a different color: light blue or dark blue.
          \nPartner 1 and Partner 2 each point to a black number at the same time. Both partners subtract the lesser number from the greater number.
          \nIf the answer is on your color, you get a tally mark. Work until one partner has seven tally marks.
          \nWhile playing the game, partners can use addition to check their subtraction.<\/p>\n

          I can… add and subtract within 1,000.
          \n\"Envision<\/p>\n

          Topic 14 Vocabulary Review<\/h3>\n

          Understand Vocabulary<\/strong>
          \nQuestion 1.
          \nCross out any units below that are NOT measurement units of capacity.
          \ngram
          \ninch
          \nkilogram
          \nhour
          \nliter<\/p>\n

          Answer:
          \nThe not measured units of capacity are gram and kilogram.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nthe units are gram, inch, kilogram, hour, and liter.
          \nso the not measured units of capacity are gram and kilogram.<\/p>\n

          Question 2.
          \nCross out any units below that are NOT measurement units of mass.
          \nkilogram
          \nminute
          \nhour
          \ngram
          \nliter<\/p>\n

          Answer:
          \nThe units that are not measured units of mass = gram and kilogram.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nthe units are kilogram, hour, gram, and liter.
          \nmass is measured in weight.
          \nso the units that are not measured units of mass = gram, and kilogram.<\/p>\n

          Question 3.
          \nCross out any amounts below that are shown in grams or kilograms.
          \n5 kg
          \n2L
          \n80 in.
          \n250 g
          \n12 kg<\/p>\n

          Answer:
          \nThe amounts that are shown in grams or kilograms = 5 kg, 250 g, and 12 kg.<\/p>\n

          Explanation:
          \nIn the above-given question,
          \ngiven that,
          \nthe units are 5 kg, 2 l, 80 in, 250 g, and 12 kg.
          \nso the amounts that are shown in grams or kilograms = 5 kg, 250 g, and 12 kg.<\/p>\n

          Choose the right term from the box. Write it in the blank.
          \nWord List<\/p>\n

            \n
          • A.M.<\/li>\n
          • capacity<\/li>\n
          • elapsed time<\/li>\n
          • gram<\/li>\n
          • hour<\/li>\n
          • kilogram<\/li>\n
          • liter<\/li>\n
          • mass<\/li>\n
          • minute<\/li>\n
          • P.M.<\/li>\n
          • time interval<\/li>\n<\/ul>\n

            Question 4.
            \nThe hours between midnight and noon are ________ hours.<\/p>\n

            Answer:
            \nThe hours between midnight and noon are A.M hours.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe words are P.M and A.M.
            \nso the hours between midnight and noon are:
            \nfor example,
            \nif it is the morning we will say it is 10:30 A.M.
            \nif it is the evening we will say it is 4:00 P.M.<\/p>\n

            Question 5.
            \nAn amount of time is a __________.<\/p>\n

            Answer:
            \nAn amount of time is a time interval.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nif we want to know the start time and end time we will use the time interval.
            \nso an amount of time is a time interval.<\/p>\n

            Question 6.
            \nThe hours between noon and midnight are ________ hours.<\/p>\n

            Answer:
            \nThe hours between noon and midnight are P.M hours.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe words are P.M and A.M.
            \nso the hours between midnight and noon are:
            \nfor example,
            \nif it is the morning we will say it is 10:30 A.M.
            \nif it is an evening we will say it is 4:00 P.M.<\/p>\n

            Question 7.
            \n1 _________ equals 1,000 grams.<\/p>\n

            Answer:
            \n1 kilogram equals 1000 grams.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe words are grams and kilograms.
            \n1 kg = 1000 grams.<\/p>\n

            Question 8.
            \nThe total amount of time that passes from the beginning time to the ending time is called the _________.<\/p>\n

            Answer:
            \nThe time that passes from beginning to ending time is elapsed time.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe words are beginning time and elapsed time.
            \nfor example:
            \nbeginning time is 10:00 A.M.
            \nending time is 1: 00 P.M.
            \nso the elapsed time is 3 hours.<\/p>\n

            Use Vocabulary in Writing<\/strong>
            \nQuestion 9.
            \nMaggie wants to measure this container. Use at least 3 terms from the Word List to explain how Maggie can measure the container in different ways.
            \n\"Envision<\/p>\n

            Answer:
            \nThe container is 500 grams and half kg.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe container is a paint bucket.
            \nso the container weight is 500 grams and half kg.<\/p>\n

            Topic 14 Reteaching<\/h3>\n

            Set A pages 533-536<\/strong><\/p>\n

            What is the time to the nearest minute?
            \n\"Envision
            \nThe digital time is 10:27.
            \nIt is 27 minutes after 10 o’clock or 33 minutes before 11 o’clock.<\/p>\n

            Remember<\/strong> that, for minutes, count numbers on the clock by 5s, then count marks by 1.<\/p>\n

            Write the time shown on each clock in two ways.
            \nQuestion 1.
            \n\"Envision<\/p>\n

            Answer:
            \nThe time is 12:17.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe hour hand is between 12 and 1.
            \ncount by 5’s from 12 to 5.
            \nthat is 5, 10, 15.
            \ncount by 1’s from 15, 16, and 17.
            \nso the time is 12:17.<\/p>\n

            Question 2.
            \n\"Envision<\/p>\n

            Answer:
            \nThe time is 6:44.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe hour hand is between 6 and 7.
            \ncount by 5’s from 12 to 5.
            \nthat is 5, 10, 15, 20, 25, 30, 35, 40.
            \ncount by 1’s from 40, 41,42, 43, and 44.
            \nso the time is 6:44.<\/p>\n

            Set B pages 537-540<\/strong><\/p>\n

            Tomaz starts practicing his viola at 4:25 P.M. He practices until 5:05 P.M. How much time does he practice?<\/p>\n

            The amount of time is under 1 hour, so count the minutes from the start time to the end time, by 5s.
            \n\"Envision
            \nThere are 40 minutes between 4:25 P.M. and 5:05 P.M. So, Tomaz practices for 40 minutes.<\/p>\n

            Remember<\/strong> that you can use a clock face to find elapsed time.<\/p>\n

            In 1-3, find the elapsed time.
            \nQuestion 1.
            \nBasketball practice begins at 6:30 P.M. and lasts until 8:15 P.M. How much time does practice last?<\/p>\n

            Answer:
            \nThe time does practice last = 1:45 min.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nBasketball practice begins at 6:30 P.M.
            \nlasts until 8:15 P.M.
            \n6:30 + 1 hour = 7:30.
            \n1 hour = 60 minutes.
            \n7:30 + 45 min = 8:15.
            \nso the time is 1:45 min.<\/p>\n

            Question 2.
            \nMr. Walters starts preparing breakfast at 6:45 A.M. He finishes at 7:50 A.M. How long does it take for him to prepare breakfast?<\/p>\n

            Answer:
            \nThe time it takes for him to prepare breakfast = 1 hour 5 min.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nMr. Wallets starts preparing breakfast at 6:45 A.M.
            \nHe finishes at 7:50 A.M.
            \n7:50 – 6:45 = 1:05.
            \nso the time it takes for him to prepare breakfast = 1 hour 5 min.<\/p>\n

            Question 3.
            \nJean goes for a horseback ride. She leaves the barn on her horse at 2:10 P.M., and comes back at 2:50 P.M. How long was her ride?<\/p>\n

            Answer:
            \nThe long was her ride = 40 min.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nJean goes for a horseback ride.
            \nShe leaves the barn on her horse at 2:10 P.M.
            \nand comes back at 2:50 P.M.
            \n2:50 – 2:10 = 40.
            \nso the long was her ride = 40 min.<\/p>\n

            Set C pages 541-544<\/strong><\/p>\n

            You can show addition and subtraction of time intervals on a number line.
            \nIn the morning, Xavier runs for 19 minutes. In the evening, he runs for 27 minutes. How much time does he spend running in all?
            \n\"Envision
            \n19 + 27 = ?
            \n19 + 27 = 46
            \nSo, Xavier runs for 46 minutes.<\/p>\n

            Remember<\/strong> to decide whether you need to add or subtract.<\/p>\n

            In 1, solve by drawing a number line or a bar diagram.
            \nQuestion 1.
            \nIt takes Don 52 minutes to drive to work. He has already driven for 16 minutes. How many more minutes will it take Don to drive to work?<\/p>\n

            Answer:
            \nThe more minutes will it take Don to drive to work = 36 minutes.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nIt takes Don 52 minutes to drive to work.
            \nHe has already driven for 16 minutes.
            \n52 – 16 = 36.
            \nso the more minutes will it take Don to drive to work = 36 minutes.
            \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

            Set D pages 545-548<\/strong><\/p>\n

            Estimate the capacity of a pitcher.
            \n\"Envision
            \nThink about what you already know. A liter is about the same size as a large water bottle. A pitcher usually holds more liquid than a water bottle. So, 2 liters seems like a good estimate.<\/p>\n

            Remember<\/strong> that capacity can be measured using liters.<\/p>\n

            In 1-4, circle the better estimate.<\/p>\n

            Question 1.
            \n\"Envision
            \n1 L or 10 L<\/p>\n

            Answer:
            \nThe better estimation of a bottle is 1 l.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe given measurements are 1 L or 10 L.
            \n1000 ml = 1 liter.
            \n500 ml = 1\/2 liter.
            \nso the better estimation of a bottle is 1 liter.<\/p>\n

            Question 2.
            \n\"Envision
            \n\\(\\frac{1}{4}\\) L or 8 L<\/p>\n

            Answer:
            \nThe better estimation of a bucket is 8 l.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe given measurements are 1\/4 L or 8 L.
            \n1000 ml = 1 liter.
            \n500 ml = 1\/2 liter.
            \nso the better estimation of a bucket is 8 liter.<\/p>\n

            Question 3.
            \nDrinking glass
            \n5 L or \\(\\frac{1}{2}\\) L<\/p>\n

            Answer:
            \nThe better estimation of drinking glass is 1\/2 l.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe given measurements are 5 L or 1\/2 L.
            \n1000 ml = 1 liter.
            \n500 ml = 1\/2 liter.
            \nso the better estimation of a drinking bottle is 1\/2 liter.<\/p>\n

            Question 4.
            \nWashing machine
            \n40 L or 4L<\/p>\n

            Answer:
            \nThe better estimation of a washing machine is 40 l.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe given measurements are 40 L or 4 L.
            \n1000 ml = 1 liter.
            \n500 ml = 1\/2 liter.
            \nso the better estimation of a washing machine is 40 liter.<\/p>\n

            Set E pages 549-552<\/strong><\/p>\n

            How much water is in this beaker?
            \nUse the scale to determine how full the beaker is. Think of the scale as a number line. Each mark represents 1 liter. The water is 3 marks : – 10 liters above 5 liters.
            \n\"Envision
            \nThere are 8 liters in the beaker.<\/p>\n

            Remember<\/strong> to use the correct units when measuring capacity.<\/p>\n

            In 1 and 2, find the total capacity.
            \nQuestion 1.
            \n\"Envision<\/p>\n

            Answer:
            \nThe total capacity of two beakers = 3 liters.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe 1st beaker contains 1 n 1\/2 liter.
            \nthe 2nd beaker contains 1 n 1\/2 liter.
            \n1.5 + 1.5 = 3 liters.
            \nso the total capacity of two beakers = 3 liters.<\/p>\n

            Question 2.
            \n\"Envision<\/p>\n

            Answer:
            \nThe total capacity of the beaker = 6 liters.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe 1st beaker contains 6 liters.
            \n5 + 1 = 6 liters.
            \nso the total capacity of beakers = 6 liters.<\/p>\n

            Set F pages 553-556<\/strong><\/p>\n

            Estimate the mass of a battery.
            \n\"Envision
            \nA kilogram is too heavy, so estimate using grams.<\/p>\n

            Think about what you already know. A gram is about the same weight as a grape. A battery weighs about as much as a bunch of grapes. So 30 grams seems like a good estimate.<\/p>\n

            Remember<\/strong> that mass can be measured using grams and kilograms.<\/p>\n

            In 1-6, circle the better estimate for the mass.
            \nQuestion 1.
            \n\"Envision
            \n15 g or 15 kg<\/p>\n

            Answer:
            \nThe better estimation of the pen is 15 g.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe given measurements are 15 g or 15 kg.
            \n1000 g = 1 kg.
            \n500 g = 1\/2 kg.
            \nso the better estimation of a washing machine is 15 g.<\/p>\n

            Question 2.
            \n\"Envision
            \n500 g or 500 kg<\/p>\n

            Answer:
            \nThe better estimation of the pen is 500 g.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe given measurements are 500 g or 500 kg.
            \n1000 g = 1 kg.
            \n500 g = 1\/2 kg.
            \nso the better estimation of a washing machine is 500 g.<\/p>\n

            Question 3.
            \nOne sheep
            \n800 g or 80 kg<\/p>\n

            Answer:
            \nThe better estimation of sheep is 80 kg.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe given measurements are 800 g or 80 kg.
            \n1000 g = 1 kg.
            \n500 g = 1\/2 kg.
            \nso the better estimation of a sheep is 80 kg.<\/p>\n

            Question 4.
            \nBag of flour
            \n2 g or 2 kg<\/p>\n

            Answer:
            \nThe better estimation of the bag of flour is 2 kg.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe given measurements are 2 g or 2 kg.
            \n1000 g = 1 kg.
            \n500 g = 1\/2 kg.
            \nso the better estimation of a bag of flour is 2 kg.<\/p>\n

            Question 5.
            \nNotebook computer
            \n3 g or 3 kg<\/p>\n

            Answer:
            \nThe better estimation of the Notebook computer is 3 kg.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe given measurements are 3 g or 3 kg.
            \n1000 g = 1 kg.
            \n500 g = 1\/2 kg.
            \nso the better estimation of a washing machine is 3 kg.<\/p>\n

            Question 6.
            \nQuarter
            \n5 g or 500 g<\/p>\n

            Answer:
            \nThe better estimation of the Quarter is 500 g.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe given measurements are 5 g or 5 00 g.
            \n1000 g = 1 kg.
            \n500 g = 1\/2 kg.
            \nso the better estimation of a quarter is 500 g.<\/p>\n

            Set G pages 557-560<\/strong><\/p>\n

            What is the mass of this bar of soap?
            \n\"Envision
            \nWhen a pan balance is even, the mass on the left side equals the mass on the right side.
            \nFind the total of the weights on the left side. Use mental math and place value to help add.
            \n100 + 10 + 5 + 1 + 1 + 1 = 118
            \nThe bar of soap has a mass of 118 grams.<\/p>\n

            Remember<\/strong> to use the correct units when measuring mass.<\/p>\n

            In 1 and 2, find the total mass.
            \nQuestion 1.
            \n\"Envision<\/p>\n

            Answer:
            \nThe total mass is 701g.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthey have given 1 500 g.
            \n2 100 g.
            \n1 hundred g.
            \n500 + 200 + 1 = 701.
            \nso the total mass is 701 g.<\/p>\n

            Question 2.
            \n\"Envision<\/p>\n

            Answer:
            \nThe total mass is 2210 g.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthey have given 1 100 kg.
            \n2 100 g.
            \n2 5 g.
            \n1000 + 1000 + 200 +10 = 2210.
            \nso the total mass is 2210 g.<\/p>\n

            Set H pages 561-564<\/strong><\/p>\n

            There are 7 people bowling together. Each owns their own bowling ball. The mass of each bowling ball is 5 kilograms. What is the total mass of the team’s bowling balls?
            \n\"Envision<\/p>\n

            Remember<\/strong> that you can use bar diagrams or equations to represent problems.<\/p>\n

            In 1 and 2, use bar diagrams or equations to help solve.
            \nQuestion 1.
            \nThe water tank in Mary’s yard holds 60 liters of water. She used 13 liters to water her plants. How many liters of water remain in the water tank?<\/p>\n

            Answer:
            \nThe quantity of water that remains in the water tank = 47 liters.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nthe water tank in mary’s yard holds 60 liters of water.
            \nshe used 13 liters to water her plants.
            \n60 – 13 = 47.
            \nso the quantity of water remains in the water tank = 47 liters.<\/p>\n

            Question 2.
            \nEric has 3 dogs that each have a mass of 8 kilograms. What is the total mass of all of Eric’s dogs?<\/p>\n

            Answer:
            \nThe total mass of all of Eric’s dogs = 24 kg.<\/p>\n

            Explanation:
            \nIn the above-given question,
            \ngiven that,
            \nEric has 3 dogs that each have a mass of 8 kilograms.
            \n8 x 3 = 24.
            \n24 \/8 = 3.
            \nso the total mass of all of Eric’s dogs = 24 kg.<\/p>\n

            Set I pages 565-568<\/strong><\/p>\n

            Think about these questions to help you reason abstractly and quantitatively.
            \nThinking Habits<\/p>\n

              \n
            • What do the numbers and symbols in the problem mean?<\/li>\n
            • How are the numbers or quantities related?<\/li>\n
            • How can I represent a word problem using pictures, numbers, or equations?
              \n\"Envision<\/li>\n<\/ul>\n

              Remember<\/strong> to consider the units in the information you are given.<\/p>\n

              At 1:00 P.M., Ted will meet a friend in the park.. Ted needs 30 minutes to walk to the park. Ted needs 15 minutes to eat lunch and 10 minutes to prepare lunch. When must Ted start to prepare lunch?
              \nQuestion 1.
              \nDescribe the quantities you know.<\/p>\n

              Answer:
              \nTed start to prepare lunch = 12:05 P.M.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nTed will meet a friend in the park.
              \nTed needs 30 minutes to walk to the park.
              \nTed needs 15 minutes to eat lunch and 10 minutes to prepare lunch.
              \n30 + 15 + 10 = 55 minutes.
              \nso ted start to prepare lunch = 12:05 P.M.<\/p>\n

              Question 2.
              \nHow can you show the relationships in this problem?<\/p>\n

              Answer:
              \nTed start to prepare lunch = 12:05 P.M.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nTed will meet a friend in the park.
              \nTed needs 30 minutes to walk to the park.
              \nTed needs 15 minutes to eat lunch and 10 minutes to prepare lunch.
              \n30 + 15 + 10 = 55 minutes.
              \nso ted start to prepare lunch = 12:05 P.M.<\/p>\n

              Question 3.
              \nWhen must Ted start to prepare lunch?<\/p>\n

              Answer:
              \nTed start to prepare lunch = 12:05 P.M.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nTed will meet a friend in the park.
              \nTed needs 30 minutes to walk to the park.
              \nTed needs 15 minutes to eat lunch and 10 minutes to prepare lunch.
              \n30 + 15 + 10 = 55 minutes.
              \nso ted start to prepare lunch = 12:05 P.M.<\/p>\n

              Topic 14 Assessment Practice<\/h3>\n

              Question 1.
              \nDraw hands on the clock to show 8:36. What time will it be in 2 hours and 6 minutes?
              \n\"Envision<\/p>\n

              Answer:
              \nThe time is 6:42.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nthe hour hand is on the 8.
              \nthe minute hand is on the 8.
              \nthe second’s hand is on the 42.
              \nso the time is 6:42.
              \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

              Question 2.
              \nJessica and Cody ran a long-distance race during an afternoon. The start times were different so that all the runners did not start at the same time. Who finished faster, and by how many minutes?
              \n\"Envision
              \nA. Jessica; 5 minutes faster than Cody
              \nB. Cody; 5 minutes faster than Jessica
              \nC. Jessica; 10 minutes faster than Cody
              \nD. They finished in the same amount of time.<\/p>\n

              Answer:
              \nOption D is the correct answer.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nJessica and Cody ran a long-distance race during the afternoon.
              \nThe start times were different so that all the runners did not start at the same time.
              \nJessica starts at 3:55 and ends at 4:40.
              \nCody starts at 4:15 and ends at 5:05.
              \n5:05 – 4:15 = 90 min.
              \n4:40 – 3:55 = 85 min.
              \nso option D is the correct answer.<\/p>\n

              Question 3.
              \nTwo stores in a small town sell bags of apples. At Store A, each bag weighs 2 kilograms. At Store B, each bag weighs 4 kilograms. If you buy 6 bags at each store, how many more kilograms of apples will you buy from Store B?<\/p>\n

              Answer:
              \nThe kilograms of apples will you buy from store B = 24 kg.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nTwo stories in a small town sell bags of apples.
              \nAt Store A, each bag weighs 2 kilograms.
              \nAt Store B, each bag weighs 4 kilograms.
              \n6 x 2 = 12 kg.
              \n4 x 6 = 24 kg.
              \nso the number of kilograms of apples will you buy from store B = 24 kg.<\/p>\n

              Question 4.
              \nName the metric unit that could be used to measure the capacity of a kitchen sink. Then, using that unit, write a reasonable estimate for the capacity of a kitchen sink.<\/p>\n

              Answer:
              \nThe reasonable estimate for the capacity of a kitchen sink = 30 kg.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nthe unit is kg.
              \nthe weight of the kitchen sink is 30 kg.
              \nso the reasonable estimate for the capacity of a kitchen sink = 30 kg.<\/p>\n

              Question 5.
              \nA. Mason is looking for a tool to measure the mass of an apple. Which tool should he use?
              \nA. Pan balance
              \nB. Ruler
              \nC. 1-cup container
              \nD. Clock<\/p>\n

              Answer:
              \nOption A is correct.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nthe units are panned balance, ruler, 1-cup container, and clock.
              \npan balance is used to measure the mass of an apple.
              \nso option A is correct.<\/p>\n

              B. Using the tool identified in Part A, what unit will Mason use to measure the mass of the apple?
              \nA. Grams
              \nB. Minutes
              \nC. Cups
              \nD. Inches<\/p>\n

              Answer:
              \nGrams are the unit that measures the mass of the apple.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nthe units are grams, minutes, cups, and inches.
              \nmass of the apple is measured in grams.
              \nso grams is the unit that measures the mass of the apple.<\/p>\n

              Question 6.
              \nDale’s school bus picks him up at 7:45 A.M. To get ready for school, Dale needs 15 minutes to eat breakfast, 10 minutes to make lunch, and 10 minutes to get dressed. What time does Dale need to begin getting ready for school?
              \nA. Describe the quantities you know.<\/p>\n

              Answer:
              \nDale needs to get ready for school = 7:10.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nDale’s school bus picks him up at 7:45 A.M.
              \nTo get ready for school, Dale needs 15 minutes to eat breakfast, 10 minutes to make lunch, and 10 minutes to get dressed.
              \n15 + 10 + 10 = 35 min.
              \n7:45 – 35 = 7:10.
              \nso Dale needs to getting ready for school = 7:10<\/p>\n

              B. Solve the problem. Explain your reasoning. You can use a picture to help.<\/p>\n

              Answer:
              \nDale needs to get ready for school = 7:10.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nDale’s school bus picks him up at 7:45 A.M.
              \nTo get ready for school, Dale needs 15 minutes to eat breakfast, 10 minutes to make lunch, and 10 minutes to get dressed.
              \n15 + 10 + 10 = 35 min.
              \n7:45 – 35 = 7:10.
              \nso Dale needs to getting ready for school = 7:10<\/p>\n

              Question 7.
              \nMary has a total of 18 liters of water in 6 bottles. Jess has a total of 15 liters in 3 bottles. If the bottles are equally filled, how much more water is in each of Jess’s bottles than in Mary’s bottles?<\/p>\n

              Answer:
              \nOne more bottle of water is filled in Jess.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nMary has a total of 18 liters of water in 6 bottles.
              \nJess has a total of 15 liters in 3 bottles.
              \n18\/6 = 3.
              \n15\/3 = 5.
              \n15 + 3 = 18.
              \nso one more bottle of water is filled in Jess.<\/p>\n

              Question 8.
              \nEric played the guitar for 33 minutes on Monday and 19 minutes on Tuesday. Write and solve an equation to find how many more minutes Eric played the guitar on Monday.
              \n\"Envision<\/p>\n

              Answer:
              \nThe more minutes Eric played the guitar on Monday = 14 min.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nEric played the guitar for 33 minutes on Monday and 19 minutes on Tuesday.
              \n33 – 19 = 14.
              \nso the more minutes eric played the guitar on Monday = 14 min.<\/p>\n

              Question 9.
              \nMrs. Griggs writes a shopping list saying she needs to buy 1 gram of apples. Is this reasonable? Explain.<\/p>\n

              Answer:
              \nNo, it is not reasonable.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nMrs. Griggs writes a shopping list saying she needs to buy 1 gram of apples.
              \n1000 grams = 1 kg.
              \nthe mass of the apple is 100 g.
              \nso it is not reasonable.<\/p>\n

              Question 10.
              \nIrene measured the mass of a bag of apples using kilograms. Forest measured the same bag using grams. How did the measurements compare? Select all the sentences that are true.
              \n\u2610 There were more grams than kilograms.
              \n\u2610 There were more kilograms than grams.
              \n\u2610 There was an equal number of grams and kilograms.
              \n\u2610 There were fewer grams than kilograms.
              \n\u2610 There were fewer kilograms than grams.<\/p>\n

              Answer:
              \nOptions A, C, and E are correct.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nIrene measured the mass of a bag of apples using kilograms.
              \nForest measured the same bag using grams.
              \nthere were more grams than kilograms.
              \nthere was an equal number of grams and kilograms.
              \nthere were fewer kilograms than grams.
              \nso options A, C, and E are correct.<\/p>\n

              Question 11.
              \nJason said the mass of his book is about 1 kilogram. Julie said it is 1 liter. Who is correct? Select the best answer.
              \nA. Jason is correct because kilograms are units of mass, and liters are units of capacity.
              \nB. Julie is correct because liters are metric units.
              \nC. They are both correct because kilograms and liters are units of mass.
              \nD. Neither is correct because their estimates are not reasonable.<\/p>\n

              Answer:
              \nThe best answer is option A.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nJason said the mass of his book is about 1 kilogram.
              \nJulie said it is 1 liter.
              \nJason is correct because kilograms are units of mass and liters are units of capacity.
              \nso Option A is correct.<\/p>\n

              Question 12.
              \nExplain why it would be better to use grams rather than kilograms to measure the mass of a crayon.<\/p>\n

              Answer:
              \nIt is better to use grams.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \ncrayon is a very small object.
              \nit is measured in grams.
              \nso it is better to use grams for crayons.<\/p>\n

              Question 13.
              \nIt took Wallace 45 minutes to read part of a chapter of his science book. He finished reading the rest of the chapter in 17 minutes. Write and solve an equation to find how much time Wallace spent reading the chapter.<\/p>\n

              Answer:
              \nThe time he spent reading the chapter is 62 minutes.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nIt took Wallace 45 minutes to read part of a chapter of his science book.
              \nHe finished reading the rest of the chapter in 17 minutes.
              \n45 + 17 = 62.
              \nso the time he spent reading the chapter is 62 minutes.<\/p>\n

              Question 14.
              \nFour brothers, Raphael, Don, Leo, and Mike, went to the gym to exercise. Don and Mike both started at 2:21 P.M. and exercised for 33 minutes. Raphael and Leo both started when Don and Mike finished and exercised until 3:36 P.M. For how many minutes did the brothers exercise in total?<\/p>\n

              Answer:
              \nThe number of minutes the brothers exercise in total = 75 minutes<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nFour brothers, Raphael, Don, Leo, and Mike, went to the gym to exercise.
              \nDon and Mike both started at 2:21 P.M. and exercised for 33 minutes.
              \nRaphael and Leo both started when Don and Mike finished and exercised until 3:36 P.M.
              \n33 + 2:21 = 2:54.
              \n3:36 – 2:54 = 82.
              \n42 + 33 = 75.
              \nso the number of minutes the brothers exercise in total = 75 minutes.<\/p>\n

              Question 15.
              \nMark used a pan balance to find the mass of his basketball. He said it was 580 kilograms. Is his answer reasonable? Explain.<\/p>\n

              Answer:
              \nNo, his answer was not reasonable.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nMark used a pan balance to find the mass of his basketball.
              \nHe said it was 580 kilograms.
              \nthe mass of the basketball is 5 kgs.
              \nso the answer not reasonable.<\/p>\n

              Question 16.
              \nLook at the time on the clock below.
              \n\"Envision
              \nA. Select all of the ways to write this time.
              \n\u2610 3 : 46
              \n\u2610 14 minutes before 4 o’clock
              \n\u2610 46 minutes after 3 o’clock
              \n\u2610 9 minutes before 4 o’clock
              \n\u2610 4 : 14<\/p>\n

              Answer:
              \nOption A is the correct answer.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nthe hour hand is in between 3 and 4.
              \nthe minute’s hand is in between 9 and 10.
              \n5 x 9 = 45.
              \n45 + 1 = 46.
              \nso Option A is the correct answer.<\/p>\n

              B. What time was it 2 hours, 45 minutes ago?<\/p>\n

              Answer:
              \nThe time was 1 hour 1 minute.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nthe time is 3:46.
              \n3:46 – 2:45 = 1:01.
              \nso the time is 1 hour 1 minute.<\/p>\n

              Question 17.
              \nMaryann went to the grocery store at 3:10 P.M. She arrived home 1 hour, 15 minutes later.
              \nA. What time did she arrive home?<\/p>\n

              Answer:
              \nThe time did she arrive = 4:25.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nMaryann went to the grocery store at 3:10 P.M.
              \nshe arrived home 1 hour 15 minutes later.
              \n3:10 + 1:15 = 4:25.
              \nso the time did she arrive = 4:25.<\/p>\n

              B. Her neighbor Betty Sue got to the grocery store at the same time as Maryann and got home at 4:02 P.M. How much less time did Betty Sue spend shopping?<\/p>\n

              Answer:
              \nThe less time did Betty Sue spend shopping is 23 minutes.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nHer neighbor Betty Sue got to the grocery store at the same time as Maryann and got home at 4:02 P.M.
              \n4:25 – 4:02 = 23.
              \nso the less time did Betty Sue spend shopping is 23 minutes.<\/p>\n

              Question 18.
              \nRicardo used 337 grams of flour to bake in the afternoon. He had already used 284 grams of flour to bake in the morning. Write and solve an equation to find how many grams of flour Ricardo used in all.<\/p>\n

              Answer:
              \nThe number of grams of flour Ricardo used in all = 53 g.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nRicardo used 337 grams of flour to bake in the afternoon.
              \nHe had already used 284 grams of flour to bake in the morning.
              \n337 + a = 284.
              \na = 337 – 284.
              \na = 53.
              \nso the number of grams of flour Ricardo used in all = 53 g.<\/p>\n

              Question 19.
              \nA tank contained 750 liters of water. After some water drained out, the tank had 250 liters of water. Write and solve an equation to find how many liters of water drained out.<\/p>\n

              Answer:
              \nThe number of liters of water drained out = 500 liters.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nA tank contained 750 liters of water.
              \nAfter some water drained out, the tank had 250 liters of water.
              \n750 + w = 250.
              \nw = 750 – 250.
              \nw = 500.
              \nso the number of liters of water drained out = 500 liters.<\/p>\n

              Topic 14 Performance Task<\/h3>\n

              Family Reunion
              \nAnita and her brother Logan make plans for a family reunion.
              \n\"Envision<\/p>\n

              Question 1.
              \nUse the Fruit Bought table to answer the question. Logan estimated the mass of the fruit. He forgot to include the unit of mass. For each item, explain if he used a gram or kilogram.<\/p>\n

              Answer:
              \nThe missing values of mass are 4 kg, 90 g, and 3 kgs.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nthe estimated unit of the mass is grape is 4 kg.
              \none lemon has an estimated mass of 90 g.
              \nthe mass of the watermelon is 3 kgs.
              \nso the missing values of mass are 4kg, 90 g, and 3 kgs.<\/p>\n

              Question 2.
              \nUse the Mass of One Lime picture to answer the questions.
              \n\"Envision
              \nPart A
              \nEach lime has the mass shown at the right. What is the mass of one lime?<\/p>\n

              Answer:
              \nThe mass of one lime is 30 g.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nthere is 3 mass of lime.
              \n10 + 10 + 10 = 30.
              \n3 x 10 = 30.
              \nso the mass of one lime is 30 g.<\/p>\n

              Part B
              \nLogan needs to buy at least 200 grams of limes. He plans to buy 7 limes. Will he buy enough? Use your response to Part A to explain.<\/p>\n

              Answer:
              \nYes, he will buy enough limes.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nLogan needs to buy at least 200 grams of limes.
              \nHe plans to buy 7 limes.
              \n7 x 30 = 210.
              \nso he will buy enough limes.<\/p>\n

              Question 3.
              \nUse the Liquids Needed table to answer the question.
              \nLogan measures the liquids they need. Complete the table to show if the capacity of each container will likely be less than or greater than 1 liter.
              \n\"Envision<\/p>\n

              Answer:
              \nThe container contains a spoon of vinegar, milk, and water.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nthe ingredients are vinegar, milk, and water.
              \nthe spoon of vinegar is measured in grams.
              \nthe measuring cup of milk is liters.
              \nthe large pot is measured in kilograms.
              \n\"Envision-Math-Common-Core-3rd-Grade-Answer-Key-Topic-14-<\/p>\n

              The Broth Used picture shows the amount of broth that Anita started with and the amount she had left after she poured some into two different soups.
              \n\"Envision<\/p>\n

              Question 4.
              \nUse the Broth Used picture to answer the questions.
              \nPart A
              \nHow much broth did Anita use?<\/p>\n

              Answer:
              \nThe amount Anita used is 22 liters.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nThe Broth Used picture shows the amount of broth that Anita started with and the amount she had left.
              \n20 + 2 = 22.
              \nso the amount Anita used is 22 liters.<\/p>\n

              Part B
              \nAnita poured an equal amount of broth into 2 pots. How much did she pour into 1 pot?<\/p>\n

              Answer:
              \nThe water she poured into 1 pot = 20 liters.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nAnita poured an equal amount of broth into 2 pots.
              \nAnita poured 20 liters in 1 both.
              \nshe poured 2 liters in 2nd both.
              \n20 + 2 = 22.
              \nso the water she poured into 1 pot = 20 liters.<\/p>\n

              Question 5.
              \nLogan’s recipe says it takes 50 minutes to cook chicken. After 22 minutes pass, Logan flips the chicken. How many more minutes does the chicken have to bake after Logan flips it? Show your work on a number line.<\/p>\n

              Answer:
              \nThe many more minutes does the chicken have to bake after logan flips it = 28 minutes.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nLogan’s recipe says it takes 50 minutes to cook chicken.
              \nAfter 22 minutes pass, Logan flips the chicken.
              \n50 – 22 = 28.
              \nso the more minutes does the chicken have to bake after logan flips it = 28 minutes.<\/p>\n

              Question 6.
              \nUse the Before Reunion table to answer the question.
              \n\"Envision
              \nAnita and Logan want to be at the reunion at 1:45 P.M. They need to clean, pack, and drive to the reunion. What time should they start? Explain.<\/p>\n

              Answer:
              \nThe time should they start = 12:15 P.M.<\/p>\n

              Explanation:
              \nIn the above-given question,
              \ngiven that,
              \nAnita and Logan want to be at the reunion at 1:45 P.M.
              \nthey have to clean for 20 min.
              \nthey have to pack for 15 min.
              \nthey have to drive for 55 min.
              \n20 + 15 + 55 = 90.
              \n1 hour = 60 min.
              \n90 min = 1 and half hours.
              \n1:45 – 12:15 = 1:30.
              \nso the time should they start = 12:15 P.M.<\/p>\n","protected":false},"excerpt":{"rendered":"

              Go through the\u00a0enVision Math Common Core Grade 3 Answer Key\u00a0Topic 14 Solve Time, Capacity, and Mass Problems\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 3rd Grade Answers Key Topic 14 Solve Time, Capacity, and Mass Problems Essential Question: How can time, capacity, and mass be measured and found? Answer: The time …<\/p>\n","protected":false},"author":1,"featured_media":25596,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/envisionmathanswerkey.com\/wp-content\/uploads\/2021\/06\/enVision-Math-Common-Core-Grade-3-Answer-Key-Topic-14-Solve-Time-Capacity-and-Mass-Problems.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7826"}],"collection":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/comments?post=7826"}],"version-history":[{"count":2,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7826\/revisions"}],"predecessor-version":[{"id":27392,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7826\/revisions\/27392"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25596"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=7826"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=7826"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=7826"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}