{"id":8822,"date":"2023-12-13T18:01:36","date_gmt":"2023-12-13T12:31:36","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=8822"},"modified":"2023-12-14T16:51:31","modified_gmt":"2023-12-14T11:21:31","slug":"envision-math-common-core-grade-3-answer-key-topic-11","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-3-answer-key-topic-11\/","title":{"rendered":"enVision Math Common Core Grade 3 Answer Key Topic 11 Use Operations with Whole Numbers to Solve Problems"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 3 Answer Key<\/a>\u00a0Topic 11 Use Operations with Whole Numbers to Solve Problems<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 3rd Grade Answers Key Topic 11 Use Operations with Whole Numbers to Solve Problems<\/h2>\n

Essential Question:<\/strong>
\nWhat are ways to solve 2-step problems?
\n\"Envision<\/p>\n

enVision STEM Project: Engineering Design<\/strong>
\nDo Research Use the Internet or other sources to find information about kites. Find two designs for building a kite. What materials do you need for each design? How much do those materials cost?
\nJournal: Write a Report Include what you found. Also in your report:<\/p>\n

    \n
  • Find the total cost for each design.<\/li>\n
  • Decide which design is less expensive.<\/li>\n
  • Write an equation to show how much less expensive that design is.<\/li>\n<\/ul>\n

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

    Vocabulary<\/strong>
    \nChoose the best term from the box. Write it on the blank.<\/p>\n

      \n
    • equation<\/li>\n
    • product<\/li>\n
    • quotient<\/li>\n
    • unknown<\/li>\n<\/ul>\n

      Question 1.
      \nThe equal sign shows that the left side of a(n) __________ has the same value as the right side.
      \nAnswer:
      \nThe equal sign shows that the left side of a(n) equation has the same value as the right side.<\/p>\n

      \"Use<\/p>\n

      Question 2.
      \nA question mark can be a symbol for a(n) _________ value.
      \nAnswer:
      \nA question mark can be a symbol for a(n) unknown value.<\/p>\n

      Question 3.
      \nThe answer to a division problem is the _________.
      \nAnswer:
      \nThe answer to a division problem is the Quotient .<\/p>\n

      Addition and Subtraction<\/strong><\/p>\n

      Question 4.
      \n739 \u2013 104
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Addition-and-Subtraction-Question-4\"<\/p>\n

      \"Use<\/p>\n

      Question 5.
      \n512 + 216
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Addition-and-Subtraction-Question-5\"<\/p>\n

      Question 6.
      \n710 \u2013 569
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Addition-and-Subtraction-Question-6\"<\/p>\n

      Question 7.
      \n104 + 67
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Addition-and-Subtraction-Question-7\"<\/p>\n

      Question 8.
      \n664 + 78
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Addition-and-Subtraction-Question-8\"<\/p>\n

      Question 9.
      \n825 \u2013 477
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Addition-and-Subtraction-Question-9\"<\/p>\n

      Multiplication and Division<\/strong><\/p>\n

      Question 10.
      \n60 \u00f7 6
      \nAnswer:
      \n60 \u00f7 6 = 10
      \nExplanation :
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Multiplication-and-Division-Question-10\"<\/p>\n

      Question 11.
      \n40 \u00d7 4
      \nAnswer:
      \n40 \u00d7 4 = 160
      \nExplanation :
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Multiplication-and-Division-Question-11\"<\/p>\n

      Question 12.
      \n7 \u00d7 3
      \nAnswer:
      \n7 \u00d7 3 = 21 .<\/p>\n

      Question 13.
      \n(3 \u00d7 10) \u00d7 6 =
      \nA. (3 \u00d7 10) + (6 \u00d7 10)
      \nB. (3 \u00d7 6) + (10 \u00d7 6)
      \nC. 3 \u00d7 (10 \u00d7 6)
      \nD. (10 + 10 + 10) + 6
      \nAnswer:
      \nOption C.
      \n(3 \u00d7 10) \u00d7 6 = 3 \u00d7 10 \u00d7 6 = 180 .
      \nExplanation :
      \nAll signs are multiplication signs in the Equation so, just remove the brackets .<\/p>\n

      Question 14.
      \n4 \u00d7 (20 \u00d7 2) =
      \nA. (4 \u00d7 20) \u00d7 2
      \nB. (4 \u00d7 20) + (4 \u00d7 2)
      \nC. 4 + (20 + 20)
      \nD. (4 + 20) + (4 + 2)
      \nAnswer:
      \nOption A .
      \n4 \u00d7 (20 \u00d7 2) = 4 \u00d7 20 \u00d7 2 = 160
      \nExplanation :
      \nAll signs are multiplication signs in the equation so, just remove the brackets .<\/p>\n

      Model with Math<\/strong><\/p>\n

      Question 15.
      \nCaleb has 8 toy cars. Each car has 4 wheels. He wants to know how many wheels are on all of his cars. Represent this problem using a bar diagram and an equation. Then solve.
      \nAnswer:
      \nNumber of Car toys = 8
      \nNumber of wheels for each car toy = 4 wheels .
      \nTotal number of wheels for 8 car toys = 8 \u00d7 4 = 32 wheels .<\/p>\n

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

      PROJECT 11A
      \nWhy do stores have sales and other promotions?
      \nProject: Write a Skit About a Sale
      \n\"Envision<\/p>\n

      PROJECT 11B
      \nHow did grapefruit first come to Florida?
      \nProject: Create a Poster About Citrus Groves
      \n\"Envision<\/p>\n

      PROJECT 11C
      \nHow would you make a budget for selling lemonade in a lemonade stand?
      \nProject: Perform a Song About Lemonade
      \n\"Envision<\/p>\n

      3-ACT MATH PREVIEW<\/strong><\/p>\n

      Math Modeling
      \nCash Bucket
      \n\"Envision
      \nI can … model with math to solve a problem that involves computing with whole numbers..<\/p>\n

      Lesson 11.1 Solve 2-Step Word Problems: Addition and Subtraction<\/h3>\n

      Solve & Share<\/strong>
      \nJen buys a backpack and a sleeping bag. She gets $10 off if the total is more than $200. What is the final cost of Jen’s order? Complete the bar diagram below. Then draw another diagram to solve the problem.
      \nI can… draw diagrams and write equations to show how the quantities in a problem are related.
      \n\"Envision<\/p>\n

      Look Back! How can you use an estimate to show that the final cost of the backpack and sleeping bag you found makes sense?
      \nAnswer :
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Lesson-11.1-Solve-2-Step-Word-Problems-Addition-and-Subtraction-Solve-&-Share\"<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Use Diagrams to Solve 2-Step Problems?<\/p>\n

      Visual Learning Bridge
      \nThe results of a car survey are shown in the table. How many fewer cars in the survey have poor fuel efficiency than have either good or average fuel efficiency? Use estimation to check the answer.
      \n\"Envision<\/p>\n

      Find and answer the hidden question.
      \nHow many total cars in the survey have either good or average fuel efficiency?
      \n\"Envision<\/p>\n

      Answer the original question.
      \nHow many fewer cars in the survey have poor fuel efficiency?
      \n\"Envision<\/p>\n

      Convince Me! Critique Reasoning Jane used estimation to check the reasonableness of the work above. Explain whether Jane’s work makes sense.
      \n165 and 98 is about 200.
      \n224 minus 200 equals 24, which is close to 39.<\/p>\n

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

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nHow do the bar diagrams help you write equations for the problem on the previous page?
      \nAnswer:
      \nA bar\u00a0is used to represent the whole. So\u00a0we label it with the amount of the whole. .Finally, we\u00a0indicate the required number of fractional parts with a\u00a0question\u00a0mark and determine the value represented.
      \nIn the above problem two quantities are given and total is calculated .<\/p>\n

      Do You Know How?<\/strong>
      \nQuestion 2.
      \nJosie has $145. She buys a bike for $127. The next week she saves $15. How much money does Josie have now? Complete the bar diagrams and write equations to solve.
      \n\"Envision
      \nAnswer:
      \n\"\"
      \nExplanation:
      \na = 145 – 127
      \nso, a = 18
      \n18 + 15 = $33
      \n$33 money that Josie have now<\/p>\n

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

      In 3, use the map. Draw diagrams and write equations to solve. Use letters to represent unknown quantities.
      \n\"Envision
      \nQuestion 3.
      \nManuel’s family drove from Louisville to Indianapolis to Detroit and then directly back to Louisville. How much farther did they drive going to Detroit than returning from Detroit?
      \nAnswer:
      \nDistance from Louisville to Indianapolis\u00a0 = 114 miles .
      \nDistance from Indianapolis to Detroit = 283 miles .
      \nDistance from Louisville to Indianapolis to Detroit =\u00a0 t = 114 + 283 = 397 miles .<\/p>\n

      Question 4.
      \nHow can you estimate to check if your answer above is reasonable? Explain.
      \nAnswer:
      \nDistance from Louisville to Indianapolis\u00a0 = 114 miles, estimate is 100
      \nDistance from Indianapolis to Detroit = 283 miles, estimate is 300
      \nDistance from Louisville to Indianapolis to Detroit =\u00a0 t = 114 + 283 = 397 miles, Estimated is\u00a0 100+300 = 400
      \n400 is close to 397 so, my answer is reasonable.<\/p>\n

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

      Question 5.
      \nWrite equations to find how many more tickets were sold for the roller coaster on Saturday than for the swings on both days combined. Use letters to represent the unknown quantities. You can draw diagrams to help.
      \n\"Envision
      \nAnswer:
      \nswings on both days combined is 138 + 154 = 292
      \nroller coaster on Saturday = 486
      \nFor more tickets let us assume as a
      \na = 486 – 292
      \na = 194<\/p>\n

      Question 6.
      \nHigher Order Thinking<\/strong> Write a two-step problem about buying or selling books that can be solved using addition or subtraction. Solve your problem.
      \nAnswer: Kia bought 400 Science books Diana bought 200 Math’s books. How much more books Kia bought than Diana
      \nExplanation:
      \n400 – 200 = 200
      \n200 more books Kia bought than Diana<\/p>\n

      Question 7.
      \nenVision\u00ae STEM Lindsay has 6 boxes of toothpicks. There are 80 toothpicks in each box. Lindsay uses all of the toothpicks to build a model bridge. How many toothpicks does Lindsay use in all?
      \nAnswer:
      \n80 x 6 = 480
      \nExplanation:
      \nLindsay has 6 boxes of toothpicks.
      \nThere are 80 toothpicks in each box.
      \nLindsay uses all of the toothpicks to build a model bridge.
      \n80 x 6 = 480 toothpicks that Lindsay use in all<\/p>\n

      Question 8.
      \nModel with Math Matt had 327 plastic bottles for recycling. He recycled 118 bottles on Monday. He recycled 123 bottles on Tuesday. How many bottles does Matt have left to recycle? Use representations such as bar diagrams or equations to model with math. Use letters to represent the unknown quantities. Estimate to check your work.
      \n\"Envision
      \nAnswer:
      \nLet a be the Unknown quantity
      \n118 + 123 = 241
      \na = 327 – 247
      \na = 80
      \nExplanation:
      \n80 bottles that Matt have left to recycle
      \nEstimation:
      \n120 + 120 = 240
      \n320 – 240 = 80
      \nThe estimated value is close to the answer so, my answer is reasonable.<\/p>\n

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

      Question 9.
      \nUkie has 142 leaves in her collection. She gives 25 to her brother and then collects 19 more. Create and solve equations to find the number of leaves Ukie has now.
      \nAnswer:<\/p>\n

      Question 10.
      \nRichard had $236 in his savings account. He got $45 for his birthday and saved all but $16 of it. Create and solve equations to find the amount in Richard’s savings account now.
      \nAnswer:
      \n45 + 16 = $61
      \n236 – 61 = $175
      \nExplanation:
      \nRichard had $236 in his savings account.
      \nHe got $45 for his birthday and saved all but $16 of it.
      \nThe amount in Richard’s savings account now is $175<\/p>\n

      Lesson 11.2 Solve 2-Step Word Problems: Multiplication and Division<\/h3>\n

      Solve & Share<\/strong>
      \nTwo friends decide to share equally all of the apples they picked. They filled the bags shown with 4 apples in each bag. How many apples will each friend get?
      \nI can … draw diagrams and write equations to show how the quantities in a problem are related.
      \n\"Envision<\/p>\n

      Look Back! Tell why multiplication can be used to find the total number of apples.
      \n\"\"<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Use Diagrams to Solve 2-Step Problems?<\/p>\n

      Visual Learning Bridge
      \nThe teams for the City Baseball Tournament are divided equally into 3 leagues. Each league is divided into 2 regions with the same number of teams in each region. How many teams are in each region?
      \n\"Envision<\/p>\n

      Step 1
      \nFind and answer the hidden question.
      \nHow many teams are in each league?
      \n\"Envision
      \nt = 24 \u00f7 3
      \nt = 8
      \nThere are 8 teams in each league.<\/p>\n

      Step 2
      \nUse the answer to the hidden question to answer the original question.
      \nHow many teams are in each region?
      \n\"Envision
      \nr = 8 \u00f7 2
      \nr = 4
      \nThere are 4 teams in each region.<\/p>\n

      Convince Me! Make Sense and Persevere Another tournament has 2 leagues with 9 teams in each league. An equal number of teams will play on each of the 3 days of the tournament. Each team will play once. How many teams will play on each day?
      \nAnswer:
      \ntournament has 2 leagues with 9 teams in each league.
      \n2 x 9 = 18
      \nAn equal number of teams will play on each of the 3 days of the tournament.
      \n18 \u00f7 3 = 6
      \n6 teams will play on each day.<\/p>\n

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

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nWhy do you need to solve the hidden question first for the problem in Box A on the previous page?
      \nAnswer:
      \nAs it is divided in to 2 teams
      \nfirst we have to know how many teams are there
      \nso, First we found the hidden question first.<\/p>\n

      Question 2.
      \nWhat multiplication equation could be written for the bar diagram in Box C on the previous page?
      \n\"Envision
      \nAnswer:
      \n3 x 8 = 24
      \nThey are inverse proportion equations.<\/p>\n

      Do You Know How?<\/strong>
      \nIn 3, complete the bar diagrams and write equations to solve.
      \nQuestion 3.
      \nThere are 8 students in 2 school vans with the same number of students in each van. The admission fee for each student is $5. What is the total admission fee for all of the students in one van?
      \n\"Envision
      \nAnswer:
      \n\"\"
      \nExplanation:
      \nThere are 8 students in 2 school vans with the same number of students in each van.
      \n8 \u00f72 = 4
      \nThe admission fee for each student is $5.
      \n8 x 5 = 40
      \nWhat is the total admission fee for all of the students in one van<\/p>\n

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

      In 4, draw diagrams and write equations to solve. Use letters to represent the unknown quantities.
      \nQuestion 4.
      \nArif saves $4 each week. After 6 weeks, he spends all the money he saved on 3 items. Each item costs the same amount. How much does each item cost?
      \nAnswer: $8
      \nExplanation:
      \nArif saves $4 each week. After 6 weeks,
      \n6 x 4 = 24
      \nhe spends all the money he saved on 3 items.
      \n24 \u00f7 3 = 8
      \nEach item costs the same amount.
      \nEach item cost $8<\/p>\n

      Question 5.
      \nGeorgia says that because she knows 5 \u00d7 4 = 20, she knows Arif will have saved more than $20. Is Georgia correct? Explain.
      \nAnswer:\u00a0 Yes, Georgia correct.
      \nExplanation:
      \nThe information given is
      \nArif saves $4 each week. After 6 weeks,
      \n6 x 4 = 24
      \nAccording to the information 24 >20<\/p>\n

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

      Question 6.
      \nBe Precise<\/strong> One Grade 3 class collected 86 pounds of newspaper. The other Grade 3 class collected 65 pounds of newspaper. Which grade collected the greatest number of pounds of newspaper?
      \n\"Envision
      \nAnswer:
      \nOne Grade 3 class collected 86 pounds of newspaper.
      \nThe other Grade 3 class collected 65 pounds of newspaper.
      \n86 > 65
      \n85 + 65 = 150
      \nso, \u00a0Grade 3 class collected more.<\/p>\n

      Question 7.
      \nSix pounds of pecans are shared equally between 2 friends. Each pound has 60 pecans. How many pecans does each friend get? Write equations to solve. Use letters to represent the unknown quantities.
      \n\"Envision
      \nAnswer:
      \n18 pecans that each friend get
      \nExplanation:
      \nLet the unknown quantity be a
      \nSix pounds of pecans are shared equally between 2 friends.
      \n6 \u00f72 = 3
      \nEach pound has 60 pecans.
      \n6 x 60= 36 pecans.
      \nTotal friends are 2
      \n36 \u00f7 2 = 18
      \n18 pecans that each friend get<\/p>\n

      Question 8.
      \nHigher Order Thinking<\/strong> A store can buy boxes of 8 calculators each for $32 or boxes of 5 calculators each for $30. How much less I CICIC is each calculator if the store buys boxes of 8 calculators each instead of boxes of 5 calculators each? Complete the bar diagrams and solve.
      \n\"Envision
      \nAnswer:
      \n\"\"
      \nExplanation:
      \nA store can buy boxes of 8 calculators each for $32 or boxes of 5 calculators each for $30.
      \n32 \u00f7 8 = 4
      \n30 \u00f7 5 = 6
      \n2 less\u00a0 is each calculator if the store buys boxes of 8 calculators each instead of boxes of 5 calculators each
      \n6 – 4 = 2<\/p>\n

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

      Question 9.
      \nIn a basketball game, Morgan made 9 shots, each worth 2 points. Jim scored the same number of points in the game. Jim’s shots were worth 3 points each. How many shots did Jim make?
      \nA. 4 shots
      \nB. 6 shots
      \nC. 8 shots
      \nD. 9 shots
      \nAnswer: D
      \nExplanation:
      \n9 x 2 = 18
      \n18 \u00f7 3 = 9 Shots<\/p>\n

      Question 10.
      \nMia saved an equal amount of money each week for 6 weeks. Heather saved $3 a week for 8 weeks. Mia and Heather saved the same total amount. Which equation could you use to help find how much Mia saved each week?
      \nA. s = 8 \u00d7 6
      \nB. s = 6 \u00d7 3
      \nC. s = 6 \u00f7 3
      \nD. s = 24 \u00f7 6
      \nAnswer: D
      \nExplanation:
      \nMia saved an equal amount of money each week for 6 weeks.
      \nHeather saved $3 a week for 8 weeks.
      \n8 x 3 = 24
      \nMia and Heather saved the same total amount.
      \ns = 24 \u00f7 6
      \ns = 4<\/p>\n

      Lesson 11.3 Solve 2-Step Word Problems: All Operations<\/h3>\n

      Solve & Share<\/strong><\/p>\n

      An aquarium had 75 clownfish in a large water tank. The clownfish represented in the graph were added to this tank. How many clownfish are in the tank now? Write and explain how you found the answer.
      \nI can … solve two-step word problems involving different operations.
      \n\"Envision<\/p>\n

      Look Back! What operations did you use to solve this problem? Tell why you needed those operations.
      \nExplanation:
      \n9 x 5 = 45 Recent arrivals at the aquarium
      \nAn aquarium had 75 clownfish in a large water tank.
      \nThe clownfish represented in the graph were added to this tank.
      \n75 + 45 = 120
      \n120 clownfish are in the tank now.<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Solve 2-Step Problems?<\/p>\n

      Visual Learning Bridge
      \nJill can rent a car and GPS device for $325 for 7 days. What is the cost to rent the car for a week without the GPS device? Use estimation to check the answer.
      \na = cost to rent the GPS for 7 days
      \nb = cost to rent the car without the GPS for 7 days
      \n\"Envision<\/p>\n

      To solve a two-step problem, you first have to find and answer the hidden question.
      \nThe hidden question is:
      \nHow much does it cost to rent the GPS for 7 days?
      \nWrite and solve an equation for the hidden question. Use a letter for the unknown quantity.
      \n7 \u00d7 $9 = a
      \n$63 = a
      \nIt costs $63 to rent the GPS for 7 days.<\/p>\n

      Write and solve an equation for the problem. Use a letter for the unknown quantity
      \n$325 \u2013 $63 = b
      \n$262 = b
      \nIt costs $262 to rent the car without the GPS for 7 days.
      \nYou can use compatible numbers and mental math to estimate. 7 \u00d7 9 = 63. 63 is close to 75 and 325 – 75 is 250. 250 is close to 262, so the
      \nanswer is reasonable.<\/p>\n

      Convince Me! Use Structure Jill can rent a different car and a DVD player for $384 for 7 days. She wants to know the cost to rent the car for a week without the DVD player. Explain how this problem is different from the problem above. Then solve.<\/p>\n

      To solve a two-step problem, you first have to find and answer the hidden question.
      \nThe hidden question is:
      \nHow much does it cost to rent the DVD for 7 days?
      \nWrite and solve an equation for the hidden question. Use a letter for the unknown quantity.
      \n7 \u00d7 $6 = a
      \n$42 = a
      \nIt costs $42 to rent the DVD for 7 days.<\/p>\n

      Write and solve an equation for the problem. Use a letter for the unknown quantity
      \n$384 \u2013 $42 = b
      \n$342 = b
      \nIt costs $342 to rent the car without the DVD for 7 days.
      \nYou can use compatible numbers and mental math to estimate. 7 x 6 = 42, 42 is close to 50 and 384 – 50 is 334. 334 is close to 342, so the
      \nanswer is reasonable.<\/p>\n

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

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nDotty says you also can use $63 + b = $325 instead of $325 – $63 = b for the problem on the previous page. Can this equation be used to get the correct answer? Explain.
      \nAnswer:
      \nYes, this equation can be used to get the correct answer
      \nWhen we bring Generally, the algebraic expression should be any one of the forms such as addition, subtraction, multiplication and division. To find the value of x,\u00a0bring the variable to the left side and bring all the remaining values to the right side. Simplify the values to find the result.<\/p>\n

      Question 2.
      \nWhen solving a two-step problem, why should you answer the hidden question first?
      \nAnswer:
      \nFor Finding the value we have to find the hidden value first.<\/p>\n

      Do You Know How?<\/strong>
      \nIn 3, write equations to solve. Use letters to represent unknown quantities.
      \nQuestion 3.
      \nLook at Box A on the previous page. How much would it cost Jill to rent the car for a week with the GPS and DVD player?
      \nAnswer:
      \nLet the unknown quantity be a
      \nJill to rent the car for a week with the GPS and DVD player
      \na = 262 + 342
      \na = 604 it cost Jill to rent the car for a week with the GPS and DVD player<\/p>\n

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

      In 4 and 5, write equations to solve. Use letters to represent the unknown quantities.
      \nQuestion 4.
      \nTrish bought 4 yards of rope to make a swing. Judy spent $18 on rope. How much did the two girls spend in all?
      \n\"Envision
      \nAnswer: $30
      \nExplanation:
      \nPer yard is $3
      \n4 x 3 = $12
      \nThe two girls spend in all
      \n$12 + $18 = $30<\/p>\n

      Question 5.
      \nMartha has 12 stamps. Toni has 21 stamps. Toni divides her stamps into 3 equal groups. She gives one group to Martha. How many stamps does Martha have now?
      \n\"Envision
      \nAnswer:\u00a0 19 stamps.
      \nExplanation:
      \nMartha has 12 stamps.
      \nToni has 21 stamps. Toni divides her stamps into 3 equal groups.
      \n21 \u00f7 3 = 7
      \nShe gives one group to Martha.
      \n12 + 7 = 19
      \n19 stamps that Martha have now<\/p>\n

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

      In 6 and 7, use the fruit shown at the right.
      \n\"Envision
      \nQuestion 6.
      \nMaurice needs 36 apples for his party. How much will the apples cost?
      \nAnswer:
      \n9 apples = $3
      \n36 \u00f7 9 = 4
      \n4 x 3 = $12
      \nExplanation:
      \n$12 will the apples cost<\/p>\n

      Question 7.
      \nHigher Order Thinking<\/strong> Delia bought 24 lemons and 63 apples. How much did she spend on fruit?
      \nAnswer: 21 + 12 = 33 she spend on fruit
      \nExplanation:
      \n6 lemons = 3
      \n9 apples = 3
      \nDelia bought 24 lemons and 63 apples.
      \n24 \u00f7\u00a0 6 = 4
      \n63 \u00f7\u00a0 9 = 7
      \n4 x 3 = 12
      \n7 x 3 = 21
      \n21 + 12 = 33 she spend on fruit<\/p>\n

      Question 8.
      \nVocabulary<\/strong> Fill in the blank. When you ________ 72 to the nearest ten, you get 70.
      \nAnswer: Regroup
      \nExplanation:
      \nWhen you Regroup 72 to the nearest ten, you get 70<\/p>\n

      Question 9.
      \nGeneralize Carla collected 328 shells. Dan collected 176 shells. How can you use compatible numbers to estimate how many shells they collected?
      \nAnswer:
      \nThe compatible numbers of 328 and 176 are 300 and 200
      \nExplanation:
      \n300 +200 = 500
      \n328 + 176 = 504
      \n504 is very close to 500
      \nso, my estimation is reaasonable.<\/p>\n

      Question 10.
      \nenVision\u00ae STEM Sasha is using the engineering design process to plan a scratching post for her cat. There will be 3 levels. Sasha will spend $10 on the pole. She will spend $7 on each level. Sasha’s plan to find the total cost is shown at the right. Is she correct? Explain.
      \n3 \u00d7 $10 = $30
      \n$30 + $7 = $37
      \nAnswer: No,
      \nExplanation:
      \nSasha is using the engineering design process to plan a scratching post for her cat.
      \nThere will be 3 levels. Sasha will spend $10 on the pole.
      \n3 x 7 = $21
      \n21 + 10 = 31$<\/p>\n

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

      Question 11.
      \nUse the fruit from Exercises 6 and 7. Kaylie bought 4 bags of oranges and 1 bag of apples. How many pieces of fruit did she buy? Write equations to solve. Use letters to represent any unknown quantities.
      \nAnswer:
      \nExplanation:
      \n4 bags of oranges and 1 bag of apples
      \n1 bag holds 10 oranges 4 x 10 = 40
      \n1 bag holds 9 apples 1 x 9 = 9
      \n40 + 9 = 49<\/p>\n

      Lesson 11.4 Problem Solving<\/h3>\n

      Critique Reasoning<\/strong>
      \nSolve & Share<\/strong>
      \nConcert tickets for adults cost $12. Concert tickets for students cost $9. Marie has $190. She wants to buy 1 adult and 20 student tickets.<\/p>\n

      Skip says, \u201c$190 is enough for all the tickets because $9 \u00d7 20 = $180 and $180 is less than $190.”<\/p>\n

      Does Skip’s reasoning make sense? Explain.<\/p>\n

      I can … critique the reasoning of others using what I know about estimating.
      \nExplanation:
      \nNo, Skip’s reasoning doesn’t make sense
      \nSkip says, \u201c$190 is enough for all the tickets because $9 \u00d7 20 = $180 and $180 is less than $190.”
      \nHe want to buy 1 adult ticket more
      \nthat cost $12
      \nHe need $2 more.<\/p>\n

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

        \n
      • What questions can I ask to understand other people’s thinking?<\/li>\n
      • Are there mistakes in other people’s thinking?<\/li>\n
      • Can I improve other people’s thinking?
        \n\"Envision<\/li>\n<\/ul>\n

        Look Back! Critique Reasoning What did Skip get correct in his reasoning and what did he get wrong?<\/p>\n

        Essential Question<\/strong>
        \nHow Can You Critique the Reasoning of Others?<\/p>\n

        Visual Learning Bridge
        \nGina has $68. She earns $9 an hour babysitting. She wants to buy a computer program for $130.
        \nWill Gina have enough money to buy the program if she babysits for 6 hours?
        \nDanielle solved this problem.
        \nHer work is shown at the right.<\/p>\n

        6 \u00d7 $9 = $54, which is about $60.
        \nGina has $68, which is about $70.
        \n$60 + $70 = $130
        \nGina can buy the program.<\/p>\n

        What is Danielle’s reasoning to support her conclusion?
        \nDanielle used an estimate to add the amount Gina made babysitting to the amount she already had.<\/p>\n

        How can I critique the reasoning of others?
        \nI can<\/p>\n

          \n
        • ask questions for clarification.<\/li>\n
        • decide if the strategy used makes sense.<\/li>\n
        • look for flaws in estimates or calculations.<\/li>\n<\/ul>\n

          Here’s my thinking…
          \nDanielle’s reasoning has flaws. Because Danielle rounded up each time, her total estimate adds up to more than the actual amount Gina will have.
          \n6 \u00d7 9 = $54
          \n$54 + $68 = $122
          \nDanielle’s conclusion is not correct because the actual amount Gina will have is less than $130.<\/p>\n

          Convince Me! Critique Reasoning Tony says that if Gina babysits for 8 hours, she will have enough money. He reasons that 8 \u00d7 $9 = $72, which rounds to $70, and $70 + $60 = $130. Does his reasoning make sense? Explain.
          \nExplanation:
          \nYes his decision make sense.
          \n130 = 130
          \nhe reaches the goal.<\/p>\n

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

          Critique Reasoning<\/strong> Miguel’s and Nita’s goal is to collect 600 box tops. When you critique Miguel collects 253 box tops in January and 158 box reasoning, you can look for tops in February. Nita collects 209 box tops in all.<\/p>\n

          Teri estimates they have already collected more than clarify or improve their goal. She estimates that 250 + 150 = 400 and 400 + 200 = 600.
          \nthe reasoning.
          \n\"Envision
          \nQuestion 1.
          \nWhat is Teri’s argument? How does she support it?
          \nAnswer:
          \nYes, Teri’s argument is true. She rounded to the lowest values than the expected
          \nso, by this she can fill the goal
          \nShe estimates that 250 + 150 = 400 and 400 + 200 = 600.
          \n253 + 158 = 411 and 411 + 209 = 620
          \n620 > 600<\/p>\n

          Question 2.
          \nDoes Teri’s conclusion make sense? Explain.
          \nAnswer: Yes
          \nAs 620 > 600
          \nMiguel’s and Nita’s goal is to collect 600 box tops will satisfy<\/p>\n

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

          Critique Reasoning<\/strong>
          \nGill gets 24 stickers on Monday. She gets the same number of stickers on Tuesday. Gill then shares all of her stickers equally among 8 friends.<\/p>\n

          Liam concluded that each friend gets fewer than 5 stickers. His work is shown at the right.
          \nLiam’s work
          \n8 \u00d7 3 = 24
          \nSo, 24 \u00f7 8 = 3.
          \nEach friend gets 3 stickers. 3 is less than 5.<\/p>\n

          Question 3.
          \nWhat is Liam’s argument? How does he support it?
          \nAnswer:
          \nLiam’s work
          \n8 \u00d7 3 = 24
          \nSo, 24 \u00f7 8 = 3.
          \nEach friend gets 3 stickers. 3 is less than 5.<\/p>\n

          Question 4.
          \nDoes Liam’s reasoning make sense? Explain.
          \nAnswer:
          \nNo, Gill gets 24 stickers on Monday. She gets the same number of stickers on Tuesday.
          \nAccording to the statement
          \n24 + 24 = 48
          \n48 \u00f7 8 = 6
          \nLiam concluded that each friend gets fewer than 5 stickers.
          \nBut each friend get 6 stickers each<\/p>\n

          Question 5.
          \nExplain the strategy you would use to improve Liam’s work.
          \nAnswer:
          \nHe did not added the Tuesday work
          \nThus his estimation does not make sense.<\/p>\n

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

          Performance Task<\/strong>
          \nSelling Buttons A Grade 3 class is going to buy buttons like the ones shown. Each package costs $8. Each package is 40 cm long. They need to know if $50 is enough money to buy 200 buttons.
          \n\"Envision
          \nJim’s work
          \n6 \u00d7 30 = 180 buttons, which is not enough.
          \n7 \u00d7 30 = 210 buttons, so the class needs to buy 7 packages.
          \n7 \u00d7 $8 = $48
          \n48 < 50
          \n$50 is enough.<\/p>\n

          Question 6.
          \nMake Sense and Persevere Which given information do you NOT need to solve this problem?
          \nAnswer:
          \nlength of the packet
          \nExplanation:
          \nEach package is 40 cm long. Is the irrelevant information
          \nWhich is not used to solve the equation.<\/p>\n

          Question 7.
          \nCritique Reasoning<\/strong> Jim solved the problem as shown above. Does Jim’s strategy make sense? Explain.
          \n\"Envision
          \nAnswer: Yes. His Critique Reasoning make sense
          \nJim’s work
          \n6 \u00d7 30 = 180 buttons, which is not enough.
          \n7 \u00d7 30 = 210 buttons, so the class needs to buy 7 packages.
          \n7 \u00d7 $8 = $48
          \n48 < 50
          \n$50 is enough.
          \nBy this information we can conclude that $50 is enough for 200 buttons.<\/p>\n

          Question 8.
          \nBe Precise<\/strong> Are Jim’s calculations correct? Explain how you decided.
          \nAnswer: Yes, Jim’s calculations are correct
          \n6 \u00d7 30 = 180 buttons, which is not enough.
          \n7 \u00d7 30 = 210 buttons, so the class needs to buy 7 packages.
          \n7 \u00d7 $8 = $48
          \n48 < 50
          \n$50 is enough.
          \nAccording to this information.<\/p>\n

          Question 9.
          \nUse Appropriate Tools Can place-value blocks be used to check whether Jim’s math is correct? Explain.
          \nAnswer:
          \nNo, We cannot use the place value blocks
          \n\"\"<\/p>\n

          Topic 11 Fluency Practice Activity<\/h3>\n

          Find a Match<\/strong>
          \nWork with a partner. Point to a clue. Read the clue.<\/p>\n

          Look below the clues to find a match. Write the clue letter in the box next to the match.<\/p>\n

          Find a match for every clue.
          \nI can… multiply and divide within 100.<\/p>\n

          Clues
          \nA. The product is between 55 and 60.
          \nB. The product is equal to 10 \u00d7 2.
          \nC. The quotient has two digits.
          \nD. The product is between 50 and 55.
          \nE. The quotient is less than 5.
          \nF. The product is between 30 and 40.
          \nG. The quotient is a multiple of 3.
          \nH. The quotient is equal to the divisor.
          \n\"Envision
          \nExplanation:
          \n\"\"
          \nExplanation:
          \nThe table is completed according to the given clues.<\/p>\n

          Topic 11 Vocabulary Review<\/h3>\n

          Understand Vocabulary
          \nChoose the right term from the Word List. Write it in the blank.
          \nWord List<\/p>\n

            \n
          • difference<\/li>\n
          • dividend<\/li>\n
          • divisor<\/li>\n
          • equation<\/li>\n
          • factor<\/li>\n
          • product<\/li>\n
          • quotient<\/li>\n
          • sum<\/li>\n
          • unknown<\/li>\n<\/ul>\n

            Question 1.
            \nThe missing number in an equation is a(n) ___________.
            \nAnswer: Unknown
            \nExplanation:
            \nThe unknown numbers are called missing values.<\/p>\n

            Question 2.
            \nA multiplication problem has more than one __________.
            \nAnswer: Factors
            \nExplanation:
            \nMultiplying two whole numbers gives a product. The numbers that we multiply are the\u00a0factors of the product.<\/p>\n

            Question 3.
            \nA bar diagram can help you write a(n) _________.
            \nAnswer: Sum
            \nExplanation:
            \nA bar diagram can be used to\u00a0represent math problems. Bar diagrams show how the numbers in a word problem are related. This bar diagram models addition. The parts represent the addends.<\/p>\n

            Question 4.
            \nIn a division problem, you divide the _______ by the ________.
            \nAnswer: Dividend by the divisor
            \nExplanation:
            \nIn a division problem, you divide the Dividend by the Divisor.<\/p>\n

            Draw a line to match the term to the result of a relationship between the numbers 80 and 4.<\/p>\n

            \"Envision
            \nAnswer:
            \n\"\"
            \nExplanation:
            \n80 – 4 = 76
            \n80 x 4 = 320
            \n80 \u00f7 4 = 20
            \n80 + 4 = 84<\/p>\n

            Use Vocabulary in Writing<\/strong>
            \nQuestion 9.
            \nThere are 52 cards in a deck. Al turns 4 cards face up. Then he deals the rest of the cards to 6 people. How many cards does each person get? Explain how to solve this problem. Use at least 2 terms from the word list.
            \nAnswer: 8 cards
            \nExplanation:
            \nThere are 52 cards in a deck. Al turns 4 cards face up.
            \nThen he deals the rest of the cards to 6 people.
            \n52 – 4 = 48
            \n48 \u00f7 6 = 8
            \nEach person get 8 Cards<\/p>\n

            Topic 11 Reteaching<\/h3>\n

            Set A pages 409-412<\/strong><\/p>\n

            You can use more than one step to solve problems.
            \nUse bar diagrams to help write equations.
            \nA ship has 439 passengers. One hundred seventy-nine new passengers get on at a port. Then 250 passengers get off. How many passengers are on the ship now?
            \n\"Envision<\/p>\n

            Remember<\/strong> to check for reasonableness after each step.<\/p>\n

            In 1, draw bar diagrams and write equations to solve the problem.
            \nQuestion 1.
            \nMr. Sato has $800. He spends $600 on rent. Then he spends $85 on groceries. How much money does he have left?
            \nAnswer:
            \n\"\"
            \nExplanation:
            \n800 – 600 = 200
            \n200 -85 = 115 money that Mr. Sato has left<\/p>\n

            Set B pages 413-416<\/strong><\/p>\n

            You can use bar diagrams and equations to show how numbers are related.
            \nRoger reads a poem with 16 lines. Each line has 7 words. The poem is on 2 pages with the same number of lines on each page. How many words are on each page?
            \n\"Envision
            \n16 \u00f7 2 = a lines on each page
            \na = 8 lines
            \n\"Envision
            \n8 \u00d7 7 = w words on each page
            \nw = 56 words<\/p>\n

            Remember<\/strong> to use unknowns to stand for the numbers you need to find.<\/p>\n

            In 1, draw bar diagrams and write equations to solve the problem.
            \nQuestion 1.
            \nA rancher has 24 cows. He puts an equal number of cows in 4 fields. Each cow produces 5 gallons of milk. How much milk do the cows in one field produce?
            \nAnswer:
            \n\"\"
            \n24 \u00f78 = 3
            \n3 x 5 = 15 gallons of milk the cows in one field produce<\/p>\n

            Set C pages 417-420<\/strong><\/p>\n

            Ryan reads a book with 420 pages. He also reads 7 magazine articles. Each article has 6 pages. How many pages does Ryan read?<\/p>\n

            First, write and solve an equation for the hidden question. Use a letter for the unknown quantity.
            \nn = number of article pages
            \n7 \u00d7 6 = n
            \n42 = n
            \nThen, write and solve an equation for the problem. Use a letter for the unknown quantity.
            \nt = total pages read
            \n420 + 42 = t
            \n462 = t
            \nRyan reads 462 pages.<\/p>\n

            Remember<\/strong> to perform the operations in the correct order for the problem.<\/p>\n

            In 1 and 2, write equations to solve. Use letters to stand for unknown quantities.
            \nQuestion 1.
            \nDestiny gets $168 for selling mint cookies and chocolate cookies. She sells 8 boxes of chocolate cookies at $9 per box. How much does Destiny get for selling mint cookies?
            \nAnswer: $96 that Destiny get for selling mint cookies
            \nExplanation:
            \nLet the unknown value be n
            \n8 x 9 = $72
            \nn = 168 – 72
            \nn = $96<\/p>\n

            Question 2.
            \nMary buys three books that cost $7 and one book that costs $12. How much did Mary spend on books?
            \nAnswer: $33 Mary spend on books
            \nExplanation:
            \nLet the total be n
            \n3 x 7 = 21
            \nn = 21 + 12
            \nn = 33<\/p>\n

            Set D pages 421-424<\/strong><\/p>\n

            Think about these questions to help you critique the reasoning of others.
            \nThinking Habits<\/p>\n

              \n
            • What questions can I ask to understand other people’s thinking?<\/li>\n
            • Are there mistakes in other people’s thinking?<\/li>\n
            • Can I improve other people’s thinking?
              \n\"Envision<\/li>\n<\/ul>\n

              Remember<\/strong> to consider all parts of an explanation.<\/p>\n

              Pat needs to practice guitar for at least 40 hours this month. He has practiced 9 hours a week for the last 3 weeks. He practiced for 15 hours this week. Pat says, \u201c3 \u00d7 9 is less than 40. So I have not practiced enough.”
              \nQuestion 1.
              \nDoes Pat’s reasoning make sense? Explain.
              \nAnswer: No
              \nExplanation:
              \n9 x 3 = 27
              \n27 + 15 = 42
              \n42 > 40
              \nHe did not estimated this week practicing hours
              \nThat is the pat’s mistake.<\/p>\n

              Question 2.
              \nHow can you clarify or improve Pat’s reasoning?
              \nAnswer:
              \nPat says, \u201c3 \u00d7 9 is less than 40. So I have not practiced enough.”
              \nExplanation:
              \nBut last week he practiced 15 hours
              \n3 \u00d7 9 is less than 40. that is 27
              \n27 + 15 = 42<\/p>\n

              Topic 11 Assessment Practice<\/h3>\n

              Question 1.
              \nEmma works at a diner. On Monday, she served 7 tables with 6 people at each table. On Tuesday, she served 72 people. She wants to know how many more people she served on Tuesday than on Monday.<\/p>\n

              Choose the correct operations to represent this problem using equations. Write each operation on the blanks.
              \n7 ____ 6 = m
              \n72 _____ 42 = d.
              \n+ – \u00d7 \u00f7
              \nAnswer:
              \n7 x 6 = 42
              \n72 – 42 = 30
              \nExplanation:
              \nmultiplication and subtraction operations are used.<\/p>\n

              Question 2.
              \nMadison has a jar of 160 jelly beans. She saves 88 for herself. She divides the rest equally among 8 friends. She wants to find how many jelly beans each friend gets.
              \nWhich equations should she use? Select all that apply.
              \n\u2610 80 \u00f7 8 = a
              \n\u2610 88 \u2013 8 = b
              \n\u2610 160 \u2013 88 = c
              \n\u2610 160 \u00f7 80 = d
              \n\u2610 72 \u00f7 8 = e
              \nAnswer:
              \n160 – 88 = 72
              \n72 \u00f7 8 = 9
              \nExplanation:
              \n72 \u00f7 8 = e is the equation used
              \n80 \u00f7 8 = 10
              \n88 \u2013 8 = 80
              \n160 \u2013 88 = 72
              \n160 \u00f7 80 = 2
              \n72 \u00f7 8 = 9<\/p>\n

              Question 3.
              \nAlberto sells magazine subscriptions to his neighbors. Three neighbors each buy 3 subscriptions. There are 8 issues in each subscription. Write and solve equations to find the total number of magazine issues all of his neighbors get.
              \nAnswer: 72 issues
              \nExplanation:
              \nAlberto sells magazine subscriptions to his neighbors.
              \nThree neighbors each buy 3 subscriptions
              \n3 x 3 = 9
              \n. There are 8 issues in each subscription.
              \n9 x 8 = 72
              \nthe total number of magazine issues all of his neighbors get is 72<\/p>\n

              Question 4.
              \nRo’s diner has a jar of 585 toothpicks. At lunch, 315 toothpicks are used. At dinner, 107 toothpicks are used. Ro says that 315 \u2013 107 = t toothpicks are used in all, and that 585 \u2013 208 = r toothpicks are left. Is her answer reasonable? Explain why or why not.
              \nAnswer: Yes, her answer is reasonable.
              \nExplanation:
              \n315 – 107 = 208
              \n585 – 208 = 377 toothpicks are left.<\/p>\n

              Question 5.
              \nTyler has 127 trading cards in his collection. Chloe has 63 cards in her collection. Then Chloe gives her collection away. She divides it equally among Tyler and 8 other friends. How many cards does Tyler have now?
              \nAnswer: 134 cards<\/p>\n

              Explanation:
              \n63 \u00f7 9 = 7
              \n127 + 7 = 134 cards that Tyler have now<\/p>\n

              Question 6.
              \nTen people each bring 4 platters of food to a family reunion. The 120 guests all share the platters equally.
              \nA. How many guests share 1 platter?
              \nAnswer:
              \n10 x 4 = 40
              \n120 \u00f7 40 = 30
              \n30 guests shares 1 platter<\/p>\n

              B. Landon thinks that the answer is 12 guests. He says, \u201c10 + 4 = 14, and 14 rounds to 10. Then 10 \u00d7 12 = 120.” Do you agree with his reasoning? Explain.
              \nAnswer: No
              \nExplanation:
              \nHis reasoning does not make sense
              \n10 x 4 = 40
              \n120 \u00f7 40 = 30
              \n30 guests shares 1 platter
              \nHe made the error.<\/p>\n

              Question 7.
              \nJeri collects flags of the United Nations. She wants to know how many cases she needs to display her collection. She can fit 9 flags in one case. There are 193 countries in the United Nations. Jeri does not have flags for 130 countries. Which equation could she use first to solve this problem?
              \nA. c = 193 + 130
              \nB. c = 193 – 130
              \nC. f = 72 \u00f7 9
              \nD. f = 9 \u00d7 7
              \nAnswer: D,B
              \nExplanation:
              \nB and D both the equations are used.
              \n193 – 130 = 63
              \n63 \u00f7 9 = 7<\/p>\n

              Question 8.
              \nMrs. Lazio lives 8 miles from her office. She drives to her office and back 5 days each week. On Saturday she also drives 173 miles to visit her sister. How many miles does Mrs. Lazio drive each week?
              \nAnswer:
              \n5 x 8 = 40
              \n40 + 173 = 213
              \nExplanation:
              \nMrs. Lazio drive each week 213 miles.<\/p>\n

              Question 9.
              \nJos\u00e9 counted beetles for a project. He saw 5 beetles at the park each month and 3 beetles in his backyard each month. How many beetles did he count in 4 months?
              \nA. 7
              \nB. 32
              \nC. 30
              \nD. 8
              \nAnswer: B
              \nExplanation:
              \n5 x 4 = 20
              \n3 x 4 = 12
              \n20 + 12 = 32 beetles that he count in 4 months<\/p>\n

              Question 10.
              \nGail wants to save $68 for a jacket. She saves money for 3 weeks. Each week she saves $5. What is a good estimate for how much more money Gail needs to save? Select all that apply.
              \n\u2610 $55
              \n\u2610 $50
              \n\u2610 $60
              \n\u2610 $40
              \n\u2610 $35
              \nAnswer:
              \n\"\"
              \nExplanation:
              \n3 x 5 = 15
              \n68 – 15 = 53
              \n50 and 55 are the good estimates<\/p>\n

              Topic 11 Performance Task<\/h3>\n

              Filmmaking Camp
              \nMrs. Radner and Mr. Yu teach filmmaking at a summer camp. The students work in crews to make movies. The summer ends with the crew and actors watching all the movies.<\/p>\n

              Class Details<\/p>\n

                \n
              • Mrs. Radner helps the students who make the action and drama films.<\/li>\n
              • Mr. Yu helps the students who make the comedy films.<\/li>\n
              • There are 246 actors in all.<\/li>\n<\/ul>\n

                Use the Class Details list and Film Types table to answer Questions 1-3.
                \n\"Envision
                \nQuestion 1.
                \nThere are 20 actors working on each drama film. How many actors are not working on drama films?
                \nAnswer:
                \n246 – 20 = 226
                \nExplanation:
                \nTotal actors are 246
                \n20 are working for Drama
                \n226 actors are not working on drama films<\/p>\n

                Question 2.
                \nMrs. Radner has read 139 pages of the action-film scripts. How many more pages does she need to read to finish reading all of the action-script pages?
                \nAnswer:
                \nIn 1 film there are 126 pages
                \n2 x 126 = 252
                \n252 – 139 = 113
                \nExplanation:
                \n113 more pages that she need to read to finish reading all of the action-script pages<\/p>\n

                Question 3.
                \nMr. Yu says, “I have read 169 pages of the scripts for each comedy film. I need to read 27 more pages to finish reading all of the pages.” Do you agree with his reasoning? Explain why or why not.
                \nAnswer: Yes, we agree with his reasoning
                \nExplanation:
                \nEach film has 138
                \n3 x 178 = 534 is the total pages
                \n3 x 169 = 507
                \n507 + 27 = 534
                \n534 = 534<\/p>\n

                Question 4.
                \nMrs. Radner wants to find t, the total time to watch all the student films. Use the Film Lengths table to answer the following questions.
                \n\"Envision
                \nPart A
                \nMrs. Radner estimates t = 810 minutes. She reasons, “There are 9 films. Most of the films are 90 minutes long. Nine times 90 equals 810.” Do you agree with her reasoning? Explain why or why not.
                \nAnswer: No, We cannot agree with her statement
                \nExplanation:
                \n9 out of 5 are 90 minutes
                \nRemaining 4 can be estimated to 45 minutes
                \nhalf of ninety
                \n5 x 90 = 450
                \n1 x 30 = 30
                \n3 x 60 = 180
                \n450 + 180 + 30 = 660
                \nThere is a lot of difference in his estimation to the answer
                \nso, we cannot agree<\/p>\n

                Part B
                \nUse bar diagrams or equations to represent t. Then find t.
                \nAnswer:
                \n5 x 90 = 450
                \n1 x 30 = 30
                \n3 x 60 = 180
                \n450 + 180 + 30 = 660
                \nt = 660<\/p>\n

                Question 5.
                \nMrs. Radner sets up chairs for the crew and actors to watch the films. Use the Film Lengths table and Class Details list to answer the following questions.
                \nPart A
                \nHow many students are in the crew in all?
                \nAnswer:
                \n12 + 10 + 20 = 42
                \nExplanation:
                \n42 students are in the crew in all.<\/p>\n

                Part B
                \nFind the number of chairs Mrs. Radner needs if 147 students cannot watch the films. Use estimation to check your work.
                \nAnswer:
                \nThe total number of actors are 246 and 42 students
                \n246 + 42 = 288
                \n288 – 147 = 141
                \nExplanation:
                \nMrs. Radner needs 141 chairs if 147 students cannot watch the films.<\/p>\n","protected":false},"excerpt":{"rendered":"

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