Eureka Math Homework Helper 2015–2016 Grade 3 Module 1
Eureka Math Homework Helper2015–2016Grade 3Module 1Lessons 1–21Eureka Math, A Story of Units Published by the non-profit Great Minds.Copyright 2015 Great Minds. No part of this work may be reproduced, distributed, modified, sold, orcommercialized, in whole or in part, without consent of the copyright holder. Please see our User Agreement formore information. “Great Minds” and “Eureka Math” are registered trademarks of Great Minds.
20G3-M1-Lesson 11. Solve each number sentence.I know this picture shows equal groupsbecause each group has the samenumber of triangles. There are 3 equalgroups of 4 triangles.3 groups of 4 𝟏𝟏𝟏𝟏3 fours 𝟏𝟏𝟏𝟏4 4 4 𝟏𝟏𝟏𝟏3 4 𝟏𝟏𝟏𝟏I can multiply to find the total number of triangles becausemultiplication is the same as repeated addition! 3 groupsof 4 is the same as 3 4. There are 12 total triangles, so3 4 12.2. Circle the picture that shows 3 2.This picture shows 3 2 because it has3 groups of 2. The groups are equal.Lesson 1: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015This picture does not show 3 2 becausethe groups are not equal. Two of thegroups contain 2 objects, but the otheronly has 1 object.Understand equal groups of as multiplication.163 1-1A Story of Units15Homework Helper
1. Use the array below to answer the questions.The hearts are arranged in an array, andI know that a row in an array goes straightacross. There are 5 rows in this array. Eachrow has 4 hearts.a. What is the number of rows?𝟓𝟓b. What is the number of objects in each row?𝟒𝟒c. Write a multiplication expression to describe the array.I know a multiplicationexpression is differentfrom an equationbecause it doesn’t havean equal sign.𝟓𝟓 𝟒𝟒I can write the expression 5 4because there are 5 rows with4 hearts in each row.2. The triangles below show 2 groups of four.a. Redraw the triangles as an array that shows 2 rows of four.I can redraw the equal groups asan array. I can draw 2 rows with4 triangles in each row.I need to makesure to explainhow they arethe same andhow they aredifferent!b. Compare the groups of triangles to your array. How are they the same?How are they different?They are the same because they both have the same number of triangles, 𝟖𝟖.They are different because the triangles in the array are in rows, but the othertriangles are not in rows.Lesson 2: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015Relate multiplication to the array model.26G3-M1-Lesson 2-13 1A Story of Units1520Homework Helper
3. Kimberly arranges her 14 markers as an array. Draw an array that Kimberly might make. Then, write amultiplication equation to describe your 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟕𝟕 𝟐𝟐 𝟏𝟏𝟏𝟏I can write the equation bywriting the number of rows(groups), 7, times thenumber in each group, 2.The product (total) is 14.This problem doesn’ttell me the number ofrows or the numberof objects in eachrow. I need to usethe total, 14, to makean array. Since 14 isan even number, I amgoing to make rowsof 2. I can skip countby 2 and stop whenI get to 14.I think there are other arrays that wouldwork for a total of 14. I can’t wait to seewhat my friends came up with!Lesson 2: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015Relate multiplication to the array model.363 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 31. There areapples in each basket. How many apples are there in 6 baskets?𝟑𝟑a. Number of groups:b. 6 c. There are𝟑𝟑 𝟏𝟏𝟏𝟏𝟔𝟔Size of each group:𝟏𝟏𝟏𝟏𝟑𝟑Each circle represents 1 basket ofapples. There are 6 circles with 3apples in each circle. The numberof groups is 6, and the size of eachgroup is 3. There are 18 applesaltogether. I can show this withthe equation 6 3 18.apples altogether.2. There are 3 bananas in each row. How many bananas are there ina. Number of rows:b.𝟒𝟒c. There areLesson 3: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015 3 𝟏𝟏𝟏𝟏𝟒𝟒Size of each row:𝟏𝟏𝟏𝟏bananas altogether.rows?𝟒𝟒𝟑𝟑I can show thiswith the equation4 3 12. The4 in the equationis the number ofrows, and 3 is thesize of each row.Interpret the meaning of factors—the size of the group or the number ofgroups.463 1-1A Story of Units1520Homework Helper
The factors tell me the number of groupsand the size of each group. I can draw anarray with 3 rows and 5 in each row.𝟏𝟏3. Draw an array using factors 3 and 5. Then, show a number bond where each part represents the amountin one row.𝟓𝟓My array shows 3 rows of 5.I could have used the samefactors, 3 and 5, to draw anarray with 5 rows of 3. Thenmy number bond would have5 parts, and each part wouldhave a value of 3.Lesson 3: 2015 Great Minds 𝟓𝟓𝟓A number bondshows a part–wholerelationship. I candraw a number bondwith a total of 15because there are 15dots in my array.I can draw 3 parts formy number bondbecause there are 3rows in my array.I can label each partin my number bondas 5 because the sizeof each row is 5.Interpret the meaning of factors—the size of the group or the number ofgroups.563 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 41. Fill in the blanks.The chickens are arranged in an array.I know there are 12 chickens divided equallyinto 3 groups since each row represents1 equal group. Each group (row) has4 chickens. So, the answer in my divisionsentence, 4, represents the size of the group.𝟏𝟏𝟏𝟏There are12 3 chickens are divided into𝟒𝟒𝟑𝟑equal groups.chickens in each group.𝟒𝟒2. Grace has 16 markers. The picture shows how she placed them on her table. Write a division sentenceto represent how she equally grouped her markers.There are𝟏𝟏𝟏𝟏I can write thetotal number ofmarkers Gracehas, 16, since adivision equationbegins with thetotal.Lesson 4: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015 markers in each row.𝟒𝟒𝟒𝟒 𝟒𝟒The 4 representsthe number ofequal groups. Iknow there are 4equal groupsbecause the arrayshows 4 rows ofmarkers.Understand the meaning of the unknown as the size of the group indivision.This 4 representsthe size of thegroup. I know thisbecause the arrayshows 4 markers ineach row.663 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 51. Group the squares to show 8 4 How many groups are there?8 4 𝟐𝟐where the unknown represents the number of groups.I can circle groupsof 4 squares each.Then I can seethat there are2 equal groups.𝟐𝟐2. Nathan has 14 apples. He puts 7 apples in each basket. Circle the apples to find the number of basketsNathan fills.I can circle groups of 7apples to find the totalnumber of basketsNathan fills, 2 baskets.a. Write a division sentence where the answer represents the number of baskets that Nathan fills.𝟏𝟏𝟏𝟏 𝟕𝟕 𝟐𝟐I can write a division sentence beginning with thetotal number of apples, 14, divided by the numberof apples in each basket, 7, to find the number ofNathan’s baskets, 2. I can check my answer bycomparing it to the circled picture above.Lesson 5: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015Understand the meaning of the unknown as the number of groups indivision.763 1-1A Story of Units1520Homework Helper
b. Draw a number bond to represent the problem.I know that a number bond shows a part–wholerelationship. I can label 14 as my whole to representthe total number of Nathan’s apples. Then I can draw2 parts to show the number of baskets Nathan fillsand label 7 in each part to show the number of applesin each basket.𝟏𝟏𝟏𝟏𝟕𝟕𝟕𝟕3. Lily draws tables. She draws 4 legs on each table for a total of 20 legs.a. Use a count-by to find the number of tables Lily draws. Make a drawing to match your counting.𝟏𝟏 table, 𝟒𝟒 legs,𝟖𝟖,𝟏𝟏𝟏𝟏,𝟏𝟏𝟏𝟏,I can draw models to representeach of Lily’s tables. As I draweach table, I can count by four untilI reach 20. Then, I can count tofind the number of tables Lilydraws, 5 tables.𝟐𝟐𝟐𝟐b. Write a division sentence to represent the problem.𝟐𝟐𝟐𝟐 𝟒𝟒 𝟓𝟓Lily draws 𝟓𝟓 tables.I can write a division sentencebeginning with the total number oflegs, 20, divided by the number oflegs on each table, 4, to find thenumber of tables Lily draws, 5. I cancheck my answer by comparing it tomy picture and count-by in part (a).Lesson 5: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015Understand the meaning of the unknown as the number of groups indivision.863 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 61. Sharon washes 20 bowls. She then dries and stacks the bowls equally into 5 piles. How many bowls arein each pile?20 5 5 𝟒𝟒𝟒𝟒I can draw an array with 5 rows torepresent Sharon’s piles of bowls.I can keep drawing columns of 5 dotsuntil I have a total of 20 dots. Thenumber in each row shows how manybowls are in each pile. 20What is the meaning of the unknown factor and quotient?I know that the quotient is theanswer you get when you divideone number by another number.It represents the size of the group.I can see from my array that boththe unknown factor and quotientrepresent the size of the group.2. John solves the equation 5 35 by writing and solving 35 5 . Explain why John’smethod works.John’s method works because in both problems there are 𝟕𝟕 groups of 𝟓𝟓 and a total of 𝟑𝟑𝟑𝟑. The quotientin a division equation is like finding the unknown factor in a multiplication equation.The blanks in John’s two equations represent the number of groups. Draw an array to represent theequations.The answer to both of John’s equations is 7.I know 7 represents the number of groups,so I can draw 7 rows in my array. Then I candraw 5 dots in each row to show the size ofthe group for a total of 35 dots in my array.Lesson 6: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015Interpret the unknown in division using the array model.963 1-1A Story of Units1520Homework Helper
1. Draw an array that shows 5 rows of 2.𝟐𝟐𝟔𝟔𝟖𝟖𝟏𝟏𝟏𝟏Write a multiplication sentence where the firstfactor represents the number of rows. 𝟓𝟓I can draw an arraythat has 5 rowswith 2 dots in eachrow.𝟒𝟒𝟓𝟓2. Draw an array that shows 2 rows of 5.𝟐𝟐 𝟏𝟏𝟏𝟏I can write a multiplication sentencewith 5 as the first factor because 5 isthe number of rows. The secondfactor is 2 because there are 2 dots ineach row. I can skip-count by 2 tofind the product, 10.𝟏𝟏𝟏𝟏I can draw an array thathas 2 rows with 5 dotsin each row.Write a multiplication sentence where the firstfactor represents the number of rows.𝟐𝟐 𝟓𝟓 𝟏𝟏𝟏𝟏I can write a multiplication sentencewith 2 as the first factor because 2 isthe number of rows. The secondfactor is 5 because there are 5 dots ineach row. I can skip-count by 5 tofind the product, 10.3. Why are the factors in your multiplication sentences in a different order?The factors are in a different order because theymean different things. Problem 𝟏𝟏 is 𝟓𝟓 rows of 𝟐𝟐, andProblem 𝟐𝟐 is 𝟐𝟐 rows of 𝟓𝟓. In Problem 𝟏𝟏, the 𝟓𝟓represents the number of rows. In Problem 𝟐𝟐, the 𝟓𝟓represents the number of dots in each row.Lesson 7: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015The arrays show the commutativeproperty. The order of the factorschanged because the factors meandifferent things for each array. Theproduct stayed the same for eacharray.Demonstrate the commutativity of multiplication, and practice relatedfacts by skip-counting objects in array models.106G3-M1-Lesson 7-13 1A Story of Units1520Homework Helper
4. Write a multiplication sentence to match the number of groups. Skip-count to find the totals.a. 7 twos:b. 2 sevens:𝟕𝟕 𝟐𝟐 𝟏𝟏𝟏𝟏𝟐𝟐 𝟕𝟕 𝟏𝟏𝟏𝟏I see a pattern! 7 twos is equal to 2sevens. It’s the commutative property!The factors switched places and meandifferent things, but the product didn’tchange.5. Find the unknown factor to make each equation true.2 8 8 𝟐𝟐𝟒𝟒 2 2 47 twos is unit form. It means that there are7 groups of 2. I can represent that with themultiplication equation 7 2 14. 2 sevensmeans 2 groups of 7, which I can representwith the multiplication equation 2 7 14.To make true equations, I need tomake sure what’s on the left ofthe equal sign is the same as (orequal to) what’s on the right ofthe equal sign.I can use the commutative property to help me.I know that 2 8 16 and 8 2 16, so I canwrite 2 in the first blank. To solve the secondproblem, I know that 4 2 8 and 2 4 8.I can write 4 in the blank.Lesson 7: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015Demonstrate the commutativity of multiplication, and practice relatedfacts by skip-counting objects in array models.1163 1-1A Story of Units1520Homework Helper
20G3-M1-Lesson 81. Find the unknowns that make the equations true. Then, draw a line to match related facts.a. 3 3 3 3 b. 3 7 d. 3 6 𝟏𝟏𝟏𝟏e.𝟐𝟐𝟐𝟐c. 5 threes 1 three 𝟏𝟏𝟏𝟏f. 21 7 6 threes65 threes 1 three 6 threes. 6threes is the same as 6 groups of 3 or6 3, which equals 18. I can use thecommutative property to match thisequation with 3 6 18.𝟏𝟏𝟏𝟏 4 3𝟑𝟑I can use thecommutative propertyto match 3 7 21and 21 7 3.3 3 3 3is the same as 4threes or 4 3,which equals12. Theseequations arerelated becausethey both showthat 4 groupsof 3 equal 12.2. Fred puts 3 stickers on each page of his sticker album. He puts stickers on 7 pages.a. Use circles to draw an array that represents the total number of stickers in Fred’s sticker 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟐𝟐𝟐𝟐Lesson 8: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015I can draw an array with 7 rows to representthe 7 pages of the sticker album. I can draw 3circles in each row to represent the 3 stickersthat Fred puts on each page.I can draw 3 more rows of 3 to represent the3 pages and 3 stickers on each page that Fredadds to his sticker album in part (c).Demonstrate the commutativity of multiplication, and practice relatedfacts by skip-counting objects in array models.1263 1-1A Story of Units15Homework Helper
b. Use your array to write and solve a multiplication sentence to find Fred’s total number of stickers.𝟕𝟕 𝟑𝟑 𝟐𝟐𝟐𝟐Fred puts 𝟐𝟐𝟐𝟐 stickers in his sticker album.I can write the multiplication equation7 3 21 to find the total because thereare 7 rows in my array with 3 circles in eachrow. I can use my array to skip-count tofind the total, 21.c. Fred adds 3 more pages to his sticker album. He puts 3 stickers on each new page. Draw x’s to showthe new stickers on the array in part (a).d. Write and solve a multiplication sentence to find the new total number of stickers in Fred’s stickeralbum.𝟐𝟐𝟐𝟐, 𝟐𝟐𝟐𝟐, 𝟑𝟑𝟑𝟑𝟏𝟏𝟏𝟏 𝟑𝟑 𝟑𝟑𝟑𝟑Fred has a total of 𝟑𝟑𝟑𝟑 stickers in his sticker album.Lesson 8: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015I can continue to skip-count bythree from 21 to find the total, 30.I can write the multiplicationequation 10 3 30 to find thetotal because there are 10 rows inmy array with 3 in each row. Thenumber of rows changed, but thesize of each row stayed the same.Demonstrate the commutativity of multiplication, and practice relatedfacts by skip-counting objects in array models.1363 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 91. Matt organizes his baseball cards into 3 rows of three. Jenna adds 2 more rows of 3 baseball cards.Complete the equations to describe the total number of baseball cards in the array.a. (3 3 3) (3 3) b. 3 threes c.𝟓𝟓𝟐𝟐 3 𝟏𝟏𝟏𝟏threes 𝟓𝟓𝟏𝟏𝟏𝟏The multiplication equation for thisarray is 5 3 15 because thereare 5 threes or 5 rows of 3, whichis a total of 15 baseball cards.2. 8 3 I can find the product of 8 3 using the array and the equations below.This problem is different than the problem above because now I amfinding two products and subtracting instead of adding.𝟐𝟐𝟐𝟐10 3 𝟑𝟑𝟑𝟑2 3 𝟔𝟔Lesson 9: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015threesThe total for Matt’sbaseball cards (theunshaded rectangles) canbe represented by3 3 3 because thereare 3 rows of 3 baseballcards. The total forJenna’s baseball cards(the shaded rectangles)can be represented by3 3 because there are2 rows of 3 baseballcards. This can berepresented in unit formwith 3 threes 2 threes,which equals 5 threes.The multiplication equation for the whole array is 10 3 30.The multiplication equation for the shaded part is 2 3 6.30 –𝟖𝟖𝟔𝟔 24 3 24To solve 8 3, I can think of10 3 because that’s aneasier fact. I can subtract theproduct of 2 3 from theproduct of 10 3.30 – 6 24, so 8 3 24.Find related multiplication facts by adding and subtracting equal groupsin array models.1463 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 101. Use the array to help you fill in the blanks.6 2 𝟏𝟏𝟏𝟏The dotted line in thearray shows how Ican break apart 6 2into two smallerfacts. Then I can addthe products of thesmaller facts to findthe product of 6 2.The expressions in theparentheses representthe smaller arrays. I canadd the products of theseexpressions to find thetotal number of hearts inthe array. The productsof the smaller expressionsare both 6. 6 6 12,so 6 2 12.Lesson 10: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015( 𝟑𝟑 2) 𝟔𝟔( 𝟑𝟑 2) 𝟔𝟔I know the first factorin each equation is 3because there are 3rows in each of thesmaller arrays. Theproduct for each arrayis 6.(3 2) (3 2) 𝟔𝟔 𝟔𝟔𝟔𝟔 2 𝟏𝟏𝟏𝟏Hey, look! It’s a doubles fact!6 6 12. I know my doublesfacts, so this is easy to solve!Model the distributive property with arrays to decompose units as astrategy to multiply.1563 1-1A Story of Units1520Homework Helper
2. Lilly puts stickers on a piece of paper. She puts 3 stickers in each row.a. Fill in the equations to the right. Use them to draw arrays that show the stickers on the top andbottom parts of Lilly’s paper.I know there are 3 stickers in each row, and thisequation also tells me that there are 12 stickers in all onthe top of the paper. I can skip-count by 3 to figure outhow many rows of stickers there. 3, 6, 9, 12. I skipcounted 4 threes, so there are 4 rows of 3 stickers. NowI can draw an array with 4 rows of 3.𝟐𝟐𝟒𝟒I see 6 rows of 3 altogether. I can use theproducts of these two smaller arrays tosolve 6 3.Lesson 10: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015 3 12 3 6I can use the same strategy tofind the number of rows in thisequation. I skip-counted2 threes, so there are 2 rows of3 stickers. Now I can draw anarray with 2 rows of 3.Model the distributive property with arrays to decompose units as astrategy to multiply.1663 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 111. Mr. Russell organizes 18 clipboards equally into 3 boxes. How many clipboards are in each box? Modelthe problem with both an array and a labeled tape diagram. Show each column as the number ofclipboards in each box.I know the total number ofclipboards is 18, and thereare 3 boxes of clipboards.I can draw an array with 3I need to figure out howcolumns because each columnmany clipboards are in eachrepresents 1 box of clipboards. Ibox. I can think of this ascan draw rows of 3 dots until Idivision, 18 3 , orhave a total of 18 dots. I canas multiplication,count how many dots are in3 18.each column to solve theproblem.? clipboardsI can draw 3 units in my tape diagram to representthe 3 boxes of clipboards. I can label the wholetape diagram with “18 clipboards”. I can label oneunit in the tape diagram with “? clipboards”because that’s what I am solving for. I can draw 1dot in each unit until I have a total of 18 dots.𝟏𝟏𝟏𝟏 clipboardsThere areLook, my array and tape diagram both showunits of 6. The columns in my array eachhave 6 dots, and the units in my tapediagram each have a value of 6.Lesson 11: 2015 Great Minds boards in each box.I know the answer is 6 because my arrayhas 6 dots in each column. My tapediagram also shows the answer becausethere are 6 dots in each unit.Model division as the unknown factor in multiplication using arrays andtape diagrams.1763 1-1A Story of Units1520Homework Helper
2. Caden reads 2 pages in his book each day. How many days will it take him to read a total of 12 pages?This problem is different than the other problem because the known information is thetotal and the size of each group. I need to figure out how many groups there are.𝟐𝟐I can draw an array where each columnrepresents the number of pages Caden reads eachday. I can keep drawing columns of 2 until I havea total of 12.pages𝟏𝟏𝟏𝟏 pages? daysI can use my array to help me draw a tapediagram. I can draw 6 units of 2 in my tapediagram because my array shows 6 columnsof 2.I know the answer is 6 because my arrayshows 6 columns of 2, and my tape diagramshows 6 units of 2.𝟏𝟏𝟏𝟏 𝟐𝟐 𝟔𝟔It will take Caden 𝟔𝟔 days to read a total of 𝟏𝟏𝟏𝟏 pages.Lesson 11: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015I can write a statement toanswer the question.Model division as the unknown factor in multiplication using arrays andtape diagrams.1863 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 121. Mrs. Harris divides 14 flowers equally into 7 groups for students to study. Draw flowers to find thenumber in each group. Label known and unknown information on the tape diagram to help you solve.I know the total number of flowers and thenumber of groups. I need to solve for thenumber of flowers in each group.? flowers𝟏𝟏𝟏𝟏 flowersI can label the value of the tape diagram as “14 flowers”. The number of unitsin the tape diagram, 7, represents the number of groups. I can label theunknown, which is the value of each unit, as “? flowers”. I can draw 1 flower ineach unit until I have a total of 14 flowers. I can draw dots instead of flowersto be more efficient!I can use my tape diagram tosolve the problem by countingthe number of dots in eachunit.Lesson 12: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.20157 There are𝟐𝟐Interpret the quotient as the number of groups or the number of objectsin each group using units of 2.𝟐𝟐14 7 14𝟐𝟐flowers in each group.1963 1-1A Story of Units1520Homework Helper
2. Lauren finds 2 rocks each day for her rock collection. How many days will it take Lauren to find 16 rocksfor her rock collection?I know the total is 16 rocks. I knowLauren finds 2 rocks each day, which isthe size of each group. I need to figure𝟐𝟐 rocksout how many days it will take her tocollect 16 rocks. The unknown is thenumber of groups.𝟏𝟏𝟏𝟏 rocks? daysI can draw a tape diagram to solve this problem. I can draw a unit of 2 to representthe 2 rocks that Lauren collects each day. I can draw a dotted line to estimate thetotal days. I can draw units of 2 until I have a total of 16 rocks. I can count thenumber of units to find the answer.𝟏𝟏𝟏𝟏 𝟐𝟐 𝟖𝟖I know the answer is 8 because my tapediagram shows 8 units of 2.It will take Lauren 𝟖𝟖 days to find 𝟏𝟏𝟏𝟏 rocks.Lesson 12: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015I can write a statement toanswer the question.Interpret the quotient as the number of groups or the number of objectsin each group using units of 2.2063 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 131. Mr. Stroup’s pet fish are shown below. He keeps 3 fish in each tank.a. Circle to show how many fish tanks he has. Then, skip-count to find the total number of fish.𝟑𝟑𝟔𝟔𝟗𝟗𝟏𝟏𝟏𝟏I can circle groups of 3 fish and skip-count by 3 to find the total number of fish. I cancount the number of groups to figure out how many fish tanks Mr. Stroup has.Mr. Stroup has a total of 𝟏𝟏𝟏𝟏 fish in 𝟒𝟒 tanks.b. Draw and label a tape diagram to represent the problem.33𝟏𝟏𝟏𝟏 fish3? fish tanks3I can use the picture in part (a) to help medraw a tape diagram. Each fish tank has 3fish, so I can label each unit with the number3. I can draw a dotted line to estimate thetotal fish tanks. I can label the total as 12fish. Then I can draw units of 3 until I have atotal of 12 fish.The picture and the tape diagram both show thatthere are 4 fish tanks. The picture shows 4 equalgroups of 3, and the tape diagram shows 4 unitsof 3.Lesson 13: 2015 Great Minds 𝟏Mr. Stroup hasInterpret the quotient as the number of groups or the number of objectsin each group using units of 3. 3 𝟒𝟒𝟒𝟒fish tanks.2163 1-1A Story of Units1520Homework Helper
𝟐𝟐𝟐𝟐2. A teacher has 21 pencils. They are divided equally among 3 students. How many pencils does eachstudent get?I can draw a tape diagram to solvethis problem. I can draw 3 units to? pencilsrepresent the 3 students. I can labelthe total number of pencils as 21pencils. I need to figure out howmany pencils each student gets.pencilsI know that I can divide 21 by 3 to solve. I don’t know 21 3, so I can draw onedot in each unit until I have a total of 21 dots. I can count the number of dots inone unit to find the quotient.I know the answer is 7 because mytape diagram shows 3 units of 7.𝟐𝟐𝟐𝟐 𝟑𝟑 𝟕𝟕Each student will get 𝟕𝟕 pencils.Lesson 13: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015I can write a statement toanswer the question.Interpret the quotient as the number of groups or the number of objectsin each group using units of 3.2263 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 141. Mrs. Smith replaces 4 wheels on 3 cars. How many wheels does she replace? Draw and label a tapediagram to solve.𝟒𝟒𝟒𝟒I can draw a tape diagram with 3 unitsto represent the 3 cars. Each car has4 wheels, so I can label each unit withthe number 4. I need to find the totalnumber of wheels.𝟒𝟒𝟑𝟑 cars? wheelsI can skip-count by fours ormultiply 3 4 to find howmany wheels Mrs. Smithreplaces.𝟒𝟒, 𝟖𝟖, 𝟏𝟏𝟏𝟏𝟑𝟑 𝟒𝟒 𝟏𝟏𝟏𝟏Mrs. Smith replaces𝟏𝟏𝟏𝟏wheels.2. Thomas makes 4 necklaces. Each necklace has 7 beads. Draw and label a tape diagram to show the totalnumber of beads Thomas uses.𝟕𝟕𝟕𝟕𝟕𝟕𝟒𝟒 necklaces𝟕𝟕I can draw a tape diagram with 4 units torepresent the 4 necklaces. I can labeleach unit in the tape diagram to showthat every necklace has 7 beads. I needto find the total number of beads.? beads𝟕𝟕, 𝟏𝟏𝟏𝟏, 𝟐𝟐𝟐𝟐, 𝟐𝟐𝟐𝟐𝟒𝟒, 𝟖𝟖, 𝟏𝟏𝟏𝟏, 𝟏𝟏𝟏𝟏, 𝟐𝟐𝟐𝟐, 𝟐𝟐𝟐𝟐, 𝟐𝟐𝟐𝟐𝟒𝟒 𝟕𝟕 𝟐𝟐𝟐𝟐Lesson 14: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015I can skip-count 4 sevens, butsevens are still tricky for me. I canskip-count 7 fours instead! I canalso multiply 4 7 to find howmany beads Thomas uses.Thomas usesSkip-count objects in models to build fluency with multiplication factsusing units of 4.𝟐𝟐𝟐𝟐beads.2363 1-1A Story of Units1520Homework Helper
𝟒𝟒𝟒𝟒𝟔𝟔𝟒𝟒𝟒𝟒squares? sides𝟒𝟒I can skip-count 6 fours or multiply 6 4 to find thetotal number of sides on 6 squares.𝟒𝟒, 𝟖𝟖, 𝟏𝟏𝟏𝟏, 𝟏𝟏𝟏𝟏, 𝟐𝟐𝟐𝟐, 𝟐𝟐𝟐𝟐𝟔𝟔 𝟒𝟒 𝟐𝟐𝟐𝟐𝟒𝟒I can draw a tape diagram with6 units to represent the6 squares. All squares have4 sides, so I can label each unitwith the number 4. I need tofind the total number of sides.There are 𝟐𝟐𝟐𝟐 sides on 𝟔𝟔 squares.Lesson 14: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015Skip-count objects in models to build fluency with multiplication factsusing units of 4.2463. Find the total number of sides on 6 squares.3 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 151. Label the tape diagrams, and complete the equations. Then, draw an array to represent the problems.𝟐𝟐The tape diagramshows 4 units of 2.I can draw an arraywith 4 rows of 2.𝟒𝟒4 2 𝟖𝟖2 4 𝟖𝟖𝟖𝟖𝟖𝟖One tape diagram shows 2 units of 4, and the other shows 4 units of2. The pictures look different, but they both show a total of 8.The tapediagram shows2 units of 4.I can draw anarray with2 rows of 4.2. 8 books cost 4 each. Draw and label a tape diagram to show the total cost of the books.I can draw a tape diagram with 8units to represent the 8 books.Each book costs 4, so each unitrepresents 4. I need to find thetotal cost. 𝟒𝟒𝟖𝟖 books? dollars𝟖𝟖 𝟒𝟒 𝟑𝟑𝟑𝟑The books cost 𝟑𝟑𝟑𝟑 dollars.Lesson 15: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.20158 fours or 8 4 is equal to 32.Relate arrays to tape diagrams to model the commutative property ofmultiplication.2563 1-1A Story of Units1520Homework Helper
3. Liana reads 8 pages from her book each day. How many pages does Liana read in 4 days?𝟖𝟖𝟒𝟒 days? pages𝟒𝟒 𝟖𝟖 𝟑𝟑𝟑𝟑Liana reads 𝟑𝟑𝟑𝟑 pages.Lesson 15: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.2015I can draw a tape diagram with 4 units torepresent the 4 days. Liana reads 8 pageseach day, so each unit represents 8. I needto find the total number of pages.I just solved 8 4, and I know that 8 4 4 8.If 8 fours is equal to 32, then 4 eights is also equalto 32.Relate arrays to tape diagrams to model the commutative property ofmultiplication.2663 1-1A Story of Units1520Homework Helper
G3-M1-Lesson 168 3 𝟐𝟐1. Label the array. Then, fill in the blanks below to make true number sentences.𝟐𝟐(5 3) 𝟏𝟏𝟏𝟏(3 3) 𝟗𝟗I know that I can break apart 8 threes into 5 threesand 3 threes. I can add the products for 5 3 and3 3 to find the product for 8 3.8 3 (5 3) (3 3) 𝟏𝟏𝟏𝟏 𝟗𝟗 𝟐𝟐𝟐𝟐2. The array below shows one strategy for solving 8 4. Explain the strategy using your own words.(5 4) 𝟐𝟐𝟐𝟐(3 4) 𝟏𝟏𝟏𝟏Lesson 16: 2015 Great Minds eureka-math.orgG3-M1-HWH-1.3.0-08.20158 4 is a tricky fact for me to solve, but 5 4and 3 4 are both pretty easy facts. I can usethem to help me!I split apart the 𝟖𝟖 rows of 𝟒𝟒 into 𝟓𝟓 rows of 𝟒𝟒 and 𝟑𝟑 rows of 𝟒𝟒.I split the array there because my fives facts and my threesfacts are easier than my eights facts. I know that 𝟓𝟓 𝟒𝟒 𝟐𝟐𝟎𝟎and 𝟑𝟑 𝟒𝟒 𝟏𝟏𝟏𝟏. I can add those products to find that𝟖𝟖 𝟒𝟒 𝟑𝟑𝟑𝟑.Use the distributive property as a strategy find related multiplicationfacts.2763 1-1A Story of Units1520Homework Helper
𝟏𝟏G3-M1-Lesson 171. The baker packs 20 muffins into boxes of 4. Draw and label a tape diagram to find the number of boxesshe 𝟐𝟐𝟐 muffins? boxes𝟐𝟐𝟐𝟐 𝟒𝟒 5The baker packs 𝟓𝟓 boxes.I can draw a tape diagram. Each box has 4muffins, so I can draw a unit and label it 4.I can draw a dotted line to estimate thetotal number of boxes, because I don’t yetknow how many boxes there are. I doknow the total, so I’ll label that as 20muffins. I’ll solve by drawing units of 4 inthe dotted part of my tape diagram until Ihave a total of 20 muffins. Then I cancount the number of units to see howmany boxes of muff
2015-16 Lesson 3 : Interpret the meaning of factors — the size of the group or the number of groups. Homework 3 1 3. Draw an array using factors 3 and 5. Then, show a numb
10 9 8 7 6 5 4 3 2 1 Eureka Math Grade K, Module 4 Student File_A Contains copy-ready classwork and homework as well as templates (including cut outs) . 2 3 1 This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org A
10 9 8 7 6 5 4 3 2 1 Eureka Math Algebra II, Module 1 Student File_B Contains Exit Ticket, and Assessment Materials Published by the non-profit Great Minds. . This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka- math.org ALG II-M1-ETP-1.3.-05.2015 1. Lesson 2 M1 ALGEBRA II
2015-16 Lesson 1 : Solve word problems with three addends, two of which make ten. 1 2 Homework Helper G1-M2-Lesson 1 Read the math story. Make a simple math drawing with labels. Circle 10 and solve. Maddy goes
Grade 2 Eureka Math, A Story of Units Module 1 Read on to learn a little bit about Eureka Math, the creators of A Story of Units: Eureka Math is a complete, PreK–12 curriculum and professional development platform. It follows the focus and coherence of the Common Core State Standards (CCSS) and carefully sequences the
LEAP 2025 Algebra I State Assessment, Review for Algebra I Exam, and Algebra I Final Exam Eureka Module Eureka Module 2 Topics A and B Eureka Module 2 Topic C and D Eureka Module 5 Topic A and B Eureka Modules 1-4 Topics A- D or E Suggested # of Days 8 days 11/5/19- 11/15/19 5 days 11/18/19-11/22/19 5 days 12/2/19 -12/6/19 10 days
10 9 8 7 6 5 4 3 2 1 Eureka Math Grade 1, Module 4 Student File_A Contains copy-ready classwork and homework as well as templates (including cut outs) . This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org . A STORY OF UNITS. 1. G1-M4-SE-1.3.0-05.2015. . bond and place value chart. 23 .
Grade 4 Module 2 Lessons 1–5 Eureka Math . A Story of Units 4 2 Lesson 1 : Express metric length measurements in terms of a smaller unit; . Know and relate metric units to place value units in order to express measurements in different units. G4-M2-HWH-1.3.0-09.2015. 2015-16
10 9 8 7 6 5 4 3 2 1 Eureka Math Algebra II, Module 2 Student_A Contains copy-ready classwork and homework as well as templates (including cut outs) Published by the non-profit Great Minds. . This work is derived from Eureka Math and licensed by Great Minds. A STORY OF FUNCTIONS 2015 Great Minds. eureka- math.org. ALG II-M2-SE-1.3. .
